Search results for: Morgan Denise N.
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The Use of Conceptual and Pedagogical Tools as Mediators of Preservice Teachers’ Perceptions of Self as Writers and Future Teachers of Writing
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. 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.
Updated: Jun. 05, 2016
Investigating the Unit of Study Approach as a Way to Teach Writing to Early Childhood Education Preservice Teachers
In this study, the authors wanted to investigate what early childhood education preservice teachers (PSTs) learn about poetry and the writing process when engaged in a poetry unit of study. The findings revealed that a unit of study format: (a) served as a vehicle to deconstruct and develop new genre awareness; (b) helped PSTs live process aspects of writing instruction; and (c) supported PSTs in developing genre-specific knowledge through the use of mentor texts.
Updated: Mar. 28, 2016