Becoming a teacher of writing: Primary student teachers reviewing their relationship with writing

Abstract

This article investigates the extent to which Year One B.Ed student teachers arrived at university already possessing self‐confidence as writers. Both quantitative and qualitative methods of data collection were used to identify students' self perceptions and confidence as writers and their understanding of processes of written composition. The article argues that to consciously engage student teachers in the writing process and to require them to reflect on that process can lead to their self efficacy as writers. Evidence from this study suggests one's self‐confidence, as a writer, is enhanced by explicitly engaging in self reflection of one's own approaches to writing. The findings have implications for course design of literacy components in teacher education internationally.

Teachers as writers: a systematic review

“…Almost half of the student-teachers in Gardner's (2014) study and all of the practising teachers in McKinney and Giorgis' (2009) reported negative school experiences, as did those who reported low enjoyment of writing in Daisey's (2009) study. One experienced teacher in Cremin and Baker's (2010) study recalled writing at primary school with 'horror' and could bring to mind no positive memories of writing at secondary school either; he began to find value and enjoyment in writing only when afforded greater freedom as an undergraduate.…”

“…In relation to context, the pre-service studies tended to be single-site and the in-service studies multi-site. Professional development programmes provided the focus for 12 studies: participants were or had been engaged in NWPs Locke and Kato 2012;Whitney 2008Whitney , 2009Whyte et al 2007); other in-service programmes -Writing is Primary Baker 2010, 2014); Creativity and Writing (Cremin 2006); Teaching Writing (McKinney and Giorgis 2009); or pre-service writing methods courses (Daisey 2009;Gardner 2014;Morgan 2010;Norman and Spencer 2005).…”

“…Gallavan, Bowles and Young (2007) identify a discrepancy between trainee teachers' beliefs about the importance of writing and their view of themselves as writers: whilst the majority attached high value to writing, particularly for their students, it was apparent that many disliked writing, perceived themselves as poor writers and were unsure how to teach writing effectively. In some surveys, the majority of student teachers reported less than positive attitudes to writing (Gardner 2014), or lacked both confidence and enjoyment (Morgan 2010). The self-given labels of 42 early childhood trainees ranged from 'accomplished' and 'talented' to 'struggling' and 'ashamed' (Morgan 2010).…”

“…74% of prospective teachers in Gardner's (2014) study referred to affective dimensions, identifying the expression of emotion in writing, the feelings induced by the act of writing and the effect of past experience of writing as significant. Gannon and Davies (2007) observed the strong positive affects of 'love', 'enchantment' 'passion' and 'immersion' which characterised the writing dispositions of teachers who were also accomplished authors.…”

“…Likewise the trainees in Daisey's (2009) study reported the course enhanced their writing identity. Gardner (2014) found that writing workshops enabled trainee teachers to re-evaluate the purpose of writing and discover its creative power, changing both their self-perceptions and understanding of the writing process. They made connections with their future students' needs and could identify implications for teaching writing.…”