Search results for: Writing
Page 1/3 29 items
Changes in Teachers’ Beliefs after a Professional Development Project for Teaching Writing: Two Chinese Cases
This case study examined the changes in teachers’ beliefs after a professional development project for teaching writing through a case study of two writing teachers in a Chinese university. The author found that the project broadened the teachers’ understanding of different writing theories. It provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice. The author emphasizes that this programme enriched the teachers’ writing knowledge and developed a more inclusive view of different writing strategies, which helped them understand the nature of writing more clearly.
Updated: Nov. 04, 2018
The goal of the "Write for Your Life Project" was to strengthen teacher candidates’ skills in both traditional and digital writing literacies through the use of social networks, blogging, texting, online modules and other social media. The project was designed to encourage teacher candidates to write daily, devise writing minilessons, use peer conferencing, and publish final pieces. This paper describes how the Write for Your Life Project (W4YL) helped teacher candidates (TCs) integrate traditional approaches to teaching writing with new literacies.
Updated: Oct. 11, 2018
Utilizing the story as a research tool enables the individual to make unique voice heard and provides information regarding identity. In the education system, we study stories and place the emphasis on beginning teachers. During recent years, hundreds of stories have been collected from teachers in their first year of teaching. The stories were collected by means of a 'call' addressed to those individuals specializing in teaching to participate in a 'story contest'. As a result of the contest, we have collected thousands of stories, all of which enable us to examine the professional reality of beginning teachers in their first year of work. Two processes emerged: (1) the written stories describe and reflect the event that occurred in reality, and (2) the stories construct and shape reality. The processes of reflecting, constructing, and shaping are expressed on two levels: the individual level and the systemic-organizational level.
Updated: Dec. 13, 2016
Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The findings reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching.
Updated: Dec. 06, 2016
This study investigated the properties of an online course and it aims to examine how the ICT environment develops academic writing ability in a course on sociolinguistics – the study of the relationship between language and society and society and language with regard to topics such as second language acquisition, mother tongue, linguistic diversity, dialects, diglossia, language and identity, linguistic policy, and linguistic-educational policy. The preliminary research findings demonstrate that the online course accords actual added value to learning and contributes to the sum total of the quality of self-learning and its compatibility with the spirit of today's demands. The online course enriches the ways of learning and empowers the study experience.
Updated: Aug. 10, 2016
“These Rules Take All the Life Out of My Work...”: Student Teachers Confront the Demands of Academic Writing
This study investigates how master’s students who are also longtime teachers contend with the requirements of academic writing. The purpose of the study is to identify points of difficulty in order to find appropriate methods of support. To this end, the authors interviewed teachers pursuing a master’s degree at a college of education in Israel. During the interviews, the authors identified a number of patterns, including students who were used to different ways of expressing themselves and found it difficult to comply with the principles of academic writing.
Updated: Jul. 18, 2016
This article examines the effect of a National Writing Project professional development model on a group of middle school writing teachers. Specifically, the authors examine how contact with other professionals in intensive week-long sessions as well as mentoring from the professional development coach affected the teachers’ concept of themselves as professionals, as writers, and as colleagues, as well as how this attitudinal change affected their classrooms and students. The findings reveal that through participating in the literacy academies, these teachers appear to have revived their interest in teaching and gained confidence in their expertise. The authors find that activities with more positive structural features tend to provide professional development with more positive core features, which in turn tend of produce more positive teacher outcomes.
Updated: Jun. 15, 2016
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
The purpose of this study is to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. The authors interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.
Updated: Jun. 05, 2016
The purpose of the study was to explore five science secondary preservice teachers’ intentions for teaching writing and their experience with the unit of study approach while writing a scientific genre. The study sought to understand how preservice teachers applied the unit of study in the field of science. The participants experienced the unit of study from the stance of a learner, with opportunities to reflect on the assignment from the stance of a teacher. This allowed them to learn more about scientific writing and to develop competence in an instructional approach they could utilize in their future teaching. This study suggests that preservice teachers need explicit conversations about their intentions for teaching writing. Teacher educators need to help preservice teachers view themselves as teachers with expert knowledge of how to write in science.
Updated: Apr. 05, 2016