Preservice Teachers as Writers: How Do Writing Experiences Impact Their Teaching?

• In Event: Roundtable Session 5
  In Roundtable Session: Preservice Teachers Negotiate Learning Through Struggle

Abstract

The idea that “writing teachers must write” is pervasive within teacher education, but there is little empirical evidence that writing experiences lead to improved pedagogy. This qualitative study examined the relationship between preservice teachers’ abilities to write a narrative and their abilities to analyze a child’s narrative. Findings indicate that writing experiences do not necessarily impact how preservice teachers analyze children’s writing or the instructional procedures they suggest. Although all the participants had taken a writing course and written a high quality narrative that included appropriate content, style, and genre features, 90% noticed primarily the mechanics of the child’s writing. The findings suggest that teacher educators must consider how—rather than simply if— preservice teachers’ writing experiences impact their instruction.

Authors

• Vicki McQuitty, Towson University

• Ellen Ballock, Gordon College