The use of conceptual and pedagogical tools as mediators of preservice teachers’ perceptions of self as writers and future teachers of writing
Abstract
This study examined a writing methods course for early childhood preservice teachers (PSTs). Addressing the concerns for the teaching of writing, the course sought to engage PSTs in learning designed to create cognitive shifts concerning their perceptions about writing. The goal of the study was to analyze how a writing methods course mediated PSTs’ knowledge of the tools necessary for them to be successful teachers of writing and how PSTs’ development as teachers of writing changed. Activity theory was employed as the analytic lens addressing the social context of learning and content knowledge acquisition. Data included course writing and responses to open-ended reflective essay items (N= 258). Findings include the utility of conceptual and pedagogical tools to develop PSTs’ understandings of writing and the ways teaching decisions can be developed. Additional findings address shifts in PSTs’ thinking about themselves as writers and future teachers of writing.
Reference
Zimmerman, B. S., Morgan, D. N., & Kidder-Brown, M. K. (2014). The use of conceptual and pedagogical tools as mediators of preservice teachers’ perceptions of self as writers and future teachers of writing. Action in Teacher Education, 36(2), 141-156. http://dx.doi.org/10.1080/01626620.2014.898598
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- early childhood education
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
43
Duration of Data Collection
Data Sources
- written reflections/class papers
Data Analysis Tools
- Activity Theory Framework
- Constant comparative analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
How did PSTs’ sense of self and efficacy as future teachers of writing change as a result of course experiences?
Is this research question explicit from the manuscript? Yes
What conceptual and pedagogical tools for teaching writing did PSTs develop during a writing methods course?
Is this research question explicit from the manuscript? Unknown