Effectiveness of Writing Instructional Practice: A Case Study Approach to Evaluating How Teacher Educators Influence Preservice Teachers

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-13 - Teacher Educator Practice to Improve Preservice Teacher Preparation

Abstract

The present paper reports the findings of 12 case studies of teacher educators to indicate how those instructors influence pre-service teachers’ beliefs about writing. We analyzed questionnaire data, classroom observations of instructors and pre-service teachers, and pre-service teacher self-efficacy surveys. Results indicate that pre-service teachers’ beliefs about writing are heavily influenced by the beliefs of their instructors. Specifically, we found three themes as key elements for influencing pre-service teachers’ beliefs about writing: 1) pre-service teachers thrive on breadth of writing strategies, not depth; 2) teacher educators must self-identify as a writer and express an attitude that values writing; and 3) writing should be integrated purposefully throughout other course content, not taught in isolation.

Authors

• Tracey S. Hodges, University of Alabama

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