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Living like writers: How preservice...

Auburn University.

Living like writers: How preservice teachers experience keeping writer's notebooks in a literacy methods course.

レコード種別:	コンピュータ・メディア : 単行資料
タイトル / 著者:	Living like writers: How preservice teachers experience keeping writer's notebooks in a literacy methods course./
著者:	Stockinger, Pamela Crosslin.
記述:	236 p.
注記:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4015.
含まれています:	Dissertation Abstracts International64-11A.
主題:	Education, Teacher Training. -
電子資源:	Download fulltext (下載全文)
国際標準図書番号 (ISBN):	0496599445

Living like writers: How preservice teachers experience keeping writer's notebooks in a literacy methods course.
Stockinger, Pamela Crosslin.

Living like writers: How preservice teachers experience keeping writer's notebooks in a literacy methods course. - 236 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4015.

Thesis (Ph.D.)--Auburn University, 2003.

This multiple case study focuses on the beliefs and perceptions held by preservice teachers about writing and teaching writing in the elementary school. I explored through conversational interview, the prior and developing beliefs of four preservice teachers as they engaged in the authentic practice of keeping a Writer's Notebook as an assignment in a literacy methods course that I teach. The Writer's Notebook, a tool used by many writers to collect ideas for extended writing projects, was assigned for the purpose of immersing the preservice teacher in authentic writing practice. The Writer's Notebook was also used by the preservice teachers as they engaged elementary students in writing experiences in a thirty-hour field-based component embedded in the literacy course. In addition to the authentic writing and field experiences, the preservice teachers engaged in frequent reflective dialogue with peers about course content and experiences in the field. As instructor, I modeled authentic writing and my Writer's Notebooks. The purpose of this investigation was to interpret through dialogue, how the preservice teacher signified components of the course as being meaningful to their image of self as future writing teacher. The current paradigm of writing instruction suggests a curriculum that focuses primarily on the composition of thought. Skills such as mechanics and usage are embedded in the curriculum as necessary tools to improve the quality of written work, rather than as discrete sub skills taught in isolation. Data revealed that the preservice teachers in this study developed images of themselves as writing teachers congruent with the current paradigm of writing instruction through frequent self-reflection on prior and developing beliefs. Such reflection was motivated through authentic experiences with exposure to writing and writers, and through opportunities to plan and implement writing instruction and engage in dialogue with peers. Findings generated theory that suggests a relationship between identity, beliefs, and pedagogical approach. The study may offer support as evidence for the need to develop teacher education programs that provide opportunities for preservice teachers to examine their prior and developing beliefs within the contexts of the university classroom and the field setting.

ISBN: 0496599445Subjects--Topical Terms:

1000005410
Education, Teacher Training.

Living like writers: How preservice teachers experience keeping writer's notebooks in a literacy methods course.
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