Preservice Teachers' Reflections about Learning To Teach Writing.

Autor/in	Napoli, Mary
Titel	Preservice Teachers' Reflections about Learning To Teach Writing.
Quelle	(2001), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Childrens Writing; Elementary Education; Higher Education; Preservice Teacher Education; Qualitative Research; Reflective Teaching; Student Attitudes; Student Teachers; Teacher Attitudes; Writing Instruction; Writing Research + Suchen Sie Ihr Suchwort? 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Schreibunterricht; Schreibforschung
Abstract	A substantial body of research elaborates and documents how practicing teachers support the writing development of young children (Atwell, 1987; Avery, 1993; Calkins, 1986, 1994; Graves, 1981; Lensmire, 1994; Routman, 2000). Yet, there is limited research about how preservice teachers learn about children's writing (Dahl and Farnan, 1998) or about how opportunities to work in a classroom setting affect their prior beliefs about the teaching of writing (Newkirk, 1995). This study explores preservice teachers' reflections about invitations on their learning to teach writing during a nine-credit block of language and literacy courses. Using a teacher research lens, the study takes a second look at their reflections and suggests that the course invitations offer distinct opportunities for their learning about the teaching of writing. From the course invitations, preservice teachers reported they acquired new understandings about writing instruction as a result of participating in socially shared systems of learning. Implications for teacher research are outlined in clarifying a vision of studying the researcher's own teaching context as a form of knowledge production. (Contains 39 references and 6 notes. An appendix contains a list of interview questions.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01