"Writing Is Not My Thing": Exploring Relationships Between Elementary Preservice Teachers' Prior Experiences/Perspectives and Learning

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction

Abstract

Prior to preparatory coursework, pre-service teachers [PSTs] already perceive themselves to be writers or non-writers, to love or dislike writing, and to be willing or reluctant to focus on writing. In order to understand whether, and, if so, how differences in PSTs’ prior experiences and perspectives interact with their learning, a study of 115 elementary PSTs’ learning in a writing-focused methods course was conducted. Findings suggest the need to take into account individual PSTs’ prior writing experiences and perspectives when seeking to examine or support changes in their analyses of children’s writing and their instructional planning; especially when expository writing is involved. The current study may be used to inform reforms in teacher preparation and elementary school instruction.

Authors

• Lisa K. Hawkins, Ball State University

• Nicole Michelle Martin, Ball State University

• Diane Bottomley, Ball State University

• Jennifer Cooper, Ball State University

• Brendan Shanahan