Teacher Candidates' Changing Perceptions of Themselves as Writers After Completing a Writing-Focused Methods Course

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Teachers and Adults as Writers: Sociocultural Approaches

Abstract

A collaborative team of university-based teacher education researchers from across the U.S. conducted a convergent mixed methods study to explore changes in teacher candidates’ confidence in and perceptions of themselves as writers. Participants (N=59) from three universities enrolled in writing-focused methods courses in three universities completed pre- and post-course surveys. Qualitative data for perceptions and confidence level were analyzed and coded collaboratively and member checked for reliability and accuracy. Notably, participants improved their definition of writing and its various forms. Quantitative responses for confidence level analyzed using (ANOVA) showed statistically significant growth in teacher candidates’ confidence in themselves as writers. Study results provide several areas of guidance to improve writing pedagogy in teacher preparation.

Authors

• Roya Qualls Scales, Western Carolina University

• Joy Myers, James Madison University

• Kelly N Tracy, Western Carolina University

• W. David Scales, Western Carolina University

• Linda D. Smetana, California State University - East Bay

• Dana L. Grisham, California State University, East Bay

• Sonia Melanie Kline, Illinois State University

• Chinwe H. Ikpeze, Saint John Fisher College

• Jenn Raskauskas, West Chester University of Pennsylvania

• Grace Yun Kang, Illinois State University

• Amanda Wall, Georgia Southern University