Solutions for Effective Writing: Developing Preservice Teachers' Beliefs About Writing Through Teacher Preparation Programs

• In Event: 16.021 - Modeling Scientific Writing: Current Problems and Potential Solutions for Teaching Writing to Struggling Students

Abstract

The purpose of the present study is to examine the beliefs of preservice teachers enrolled in a teacher education program to determine how their instructors and education courses develop their beliefs about writing and teaching writing. Specifically, we focus on how instructor practices, student activities, overall classroom environment, and teacher educator beliefs about writing impact the self- beliefs of preservice teachers over one semester. The present study uses a mixed methods approach to demonstrate the correlation between effective teacher educators and the impact those teacher educators have on preservice teachers. Effective modeling and quality instructors are clear determinants of how successful preservice teachers will be in their future endeavors with K-12 students.

Authors

• Tracey S. Hodges, University of Alabama

• Erin M. McTigue, Texas A&M University

• Sharon Diane Matthews, Texas A&M University - College Station

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