The Use of Conceptual and Pedagogical Tools as Mediators of Preservice Teachers' Perceptions of Self as Writers and Future Teachers of Writing

Autor/inn/en	Zimmerman, Belinda S.; Morgan, Denise N.; Kidder-Brown, Melanie K.
Titel	The Use of Conceptual and Pedagogical Tools as Mediators of Preservice Teachers' Perceptions of Self as Writers and Future Teachers of Writing
Quelle	In: Action in Teacher Education, 36 (2014) 2, S.141-156 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2014.898598
Schlagwörter	Teacher Education; Methods Courses; Writing Instruction; Preservice Teachers; Early Childhood Education; Social Theories; Writing (Composition); Student Attitudes; Instructional Materials; Program Effectiveness; Self Efficacy; Concept Mapping; Time Factors (Learning); Authors; Literary Genres; Knowledge Base for Teaching; Concept Formation; Ohio + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Schreibunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gesellschaftstheorie; Schreibübung; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Concept Map; Author; Autor; Autorin; Literarische Form; Teaching theory; Theory of teaching; Unterrichtstheorie; Concept learning; Begriffsbildung
Abstract	This study examined a writing methods course for early childhood preservice teachers (PSTs). Addressing the concerns for the teaching of writing, the course sought to engage PSTs in learning designed to create cognitive shifts concerning their perceptions about writing. The goal of the study was to analyze how a writing methods course mediated PSTs' knowledge of the tools necessary for them to be successful teachers of writing and how PSTs' development as teachers of writing changed. Activity theory was employed as the analytic lens addressing the social context of learning and content knowledge acquisition. Data included course writing and responses to open-ended reflective essay items (N = 258). Findings include the utility of conceptual and pedagogical tools to develop PSTs' understandings of writing and the ways teaching decisions can be developed. Additional findings address shifts in PSTs' thinking about themselves as writers and future teachers of writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10