Crafting Confidence: A Study of Writing Beliefs and Practice in Preservice Teacher Education

• In Event: Roundtable Session I
  In Roundtable Session: Writing and Writng Instruction in Teacher Education

Abstract

This study examines how preservice teachers’ (PSTs) beliefs about writing shape their instructional confidence and practices. Findings highlight shifts in PSTs’ conceptualizations of writing, challenges in implementing guided practice, and the impact of collaborative inquiry on pedagogical growth. Addressing gaps in writing instruction, particularly for multilingual learners, this research underscores the need for teacher preparation programs to foster writing proficiency and pedagogical confidence, ensuring PSTs can support student agency and engagement through writing.

Authors

• Shannon Kane, University of Maryland-College of Education

• Loren Jones, University of Maryland, College Park

• Margaret Polizos Peterson, 2311 Benjamin Bldng.

• Kerry H Alexander, University of Maryland College Park