Modeling the "Write" Teaching Practices: Instructor Influences on Preservice Teachers

• In Event: 29.072 - Using Mixed-Methods Approaches in Teacher Education and Special Education Research

Abstract

Objectives & Theoretical Framework
Teacher preparation programs are tasked with training preservice teachers to teach writing. To better empower preservice teachers, these programs offer writing-intensive courses with the goals of instructing how to teach writing while improving preservice teachers’ writing abilities. Focusing on writing and writing instruction from sociocognitive (Bandura, 1977) and sociocultural (Prior, 2006) perspectives, the goals of the present study are to (1) evaluate the effectiveness of writing-intensive education courses on improving self-efficacy for writing and writing instruction, (2) examine instructional practices of teacher educators, and (3) compare results from both groups of participants to determine how they influence each other.

Methods and Data Sources
In this convergent parallel mixed methods study (Creswell & Plano Clark, 2011; Teddlie & Tashakkori, 2009), we analyzed twelve sections of writing-intensive courses, as well as the eight instructors and 233 preservice teachers enrolled in those courses. Quantitative and qualitative data were gathered independently, but analyzed both separately and together (Creswell & Plano Clark, 2011; Teddlie & Tashakkori, 2009). We quantitatively analyzed the impact of writing-intensive courses on the self-efficacy beliefs of preservice teachers using two researcher-created surveys (α = .892 - .915) and three systematic classroom observation instruments (α < .85). We employed qualitative measures of an instructor questionnaire, field notes during the systematic observations, and open-ended survey responses to show preservice teachers’ perceptions of writing and instructors’ confidence in writing instruction.

Results
The most relevant findings for teacher preparation in regard to writing are: (1) one semester writing-intensive courses can have a modest yet positive impact on improving students’ self-efficacy for writing (d = .281); (2) practice in the craft of writing, revision, and peer feedback may not help students’ feel prepared to implement writing instruction in their own classroom (d = -1.286); (3) structuring a writing-intensive class into small groups or dyads may facilitate active engagement in the writing process; (4) activities which show promise include: (a) direct instruction in writing strategies, (b) modeling of strategies, (c) a focus on how to teach writing, and (d) an emphasis on how to assess writing and give feedback.

Scholarly Significance
Writing instruction is often overlooked in schools, and while the reasons are not clear, one major factor is that writing instruction is overlooked in teacher education programs. While all students will benefit by becoming more competent writers (National Commission on Writing, 2004), students in teacher preparation programs have additional needs. These students must also feel confident in their writing abilities, be aware (metacognitive) of the writing process, and believe they are capable of teaching these skills to their future students. These facts increase the necessity of teacher preparation programs to evaluate, assess, and strive to improve writing instruction for preservice teachers. The findings from this study can be used to inform teacher education programs about the necessities for specific courses about writing instruction, while demonstrating the connection between self-efficacy beliefs and practice. As literacy demands of the work force increase, the field of education must prepare more highly qualified writing teachers to support this growth.

Authors

• Tracey S. Hodges, University of Alabama

• Erin M. McTigue, Texas A&M University

• Nancy Dubinski Weber, Texas A&M University - College Station

• April Gayle Douglass, Texas A&M University

• Katherine Landau Wright, Texas A&M University - College Station