Teacher Candidates' Definitions of Writing and Their Role in Teaching Writing: A National Study

• In Event: Teachers on Writing and Writing Instruction

Abstract

A team of teacher education researchers conducted a phenomenological study to explore how teacher candidates defined writing and viewed the teacher’s role in teaching writing. Participants (N=109) from four universities enrolled in writing-focused methods courses completed open-ended writing tasks near the beginning and end of the course. Analysis indicated teacher candidates defined writing using broad terms like process with the purpose being expression and communication rather than focusing on specific skills. When describing the role of the teacher, candidates across all institutions focused on the teacher’s affective behavior; thus, candidates’ definitions of writing closely aligned with how they viewed the role of the teacher. Guidance to improve writing pedagogy in teacher preparation and beyond is provided.

Authors

• Joy Myers, James Madison University

• Kelly N Tracy, Western Carolina University

• Amanda Wall, Georgia Southern University

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

• Chinwe H. Ikpeze, Saint John Fisher College

• Sonia Melanie Kline, Illinois State University

• Grace Yun Kang, Illinois State University

• Jenn Raskauskas, West Chester University of Pennsylvania

• Roya Qualls Scales, Western Carolina University

• Vicki McQuitty, Towson University

• Taylor Norman, Georgia Southern University

• Huili Hong, Towson University

• Pamela J. Hickey, Towson University