Source: Action in Teacher Education, Volume 36, Issue 2, 2014, pages 141-156
The goal of the study was to analyze how a writing methods course mediated early childhood preservice teachers (PSTs)’ knowledge of the tools necessary for them to be successful teachers of writing and how PSTs’ development as teachers of writing changed.
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. 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.
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.
- Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science
- Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions