Preservice Teachers as Writers: Finding a Writing Identity Through Visual Imagery, Discourse, and Reflective Journaling

• In Event: 65.080 - Roundtable Session 24
  In Roundtable Session: 65.080-5 - Before You Go: Identity and Methodology in Teacher Preparation Discourse

Abstract

This action research study investigated preservice teachers’ identities as teachers, writers, and teachers of writing using an adaptation of a visual literacy strategy known as full circling. Data collected included a pre- and post-Teacher/Writer Identity Survey, classroom discourse transcripts, and reflection journals. Data analysis included a t-test comparison of pre- and post survey results and open and axial coding of qualitative data. Results indicated that: a) past experiences affected the writing identities of participants; b) full circling provided a means to build knowledge on effective traits and skills of writers; and, c) through full circling, participants demonstrated shifts in their writing identities. Findings revealed that the full circling strategy assisted preservice teachers in discovering their writing identities.

Authors

• Cory Hansen, Arizona State University

• Ann Hodgins

• Debby M. Zambo, Carnegie Project on the Education Docorate