Preparing Preservice Early Childhood Education Candidates to Teach Writing

• In Event: Poster Session 3
  In Poster Session: Exploring Content and Contexts in Preservice Coursework

Abstract

This paper considers the advantages of mixed-method approaches in documenting preservice teachers’ perceptions and pedagogical knowledge. Specifically, this study investigates a pen pal exchange intended to provide preservice teachers with an authentic opportunity to engage in the writing process and explore young children’s writing samples. Data sources include; a writing practice survey, a confidence level survey, mind maps, and journal reflections. Findings capture preservice teachers’ degree of confidence in supporting young children’s writing, provide insight into the writing practices preservice teachers anticipate utilizing, and demonstrate preservice teachers’ knowledge of writing instruction and processes. The mixed-methods approach informed our understanding of how the pen pal exchange supported preservice teachers’ overall preparedness to meet the instructional needs of diverse groups of learners.

Authors

• Leslie La Croix, George Mason University

• Nedra Lee Cossa, George Mason University

• David A. Lojkovic, George Mason University

• Julie K. Kidd, George Mason University