Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction

Hall, Anna H.

doi:10.1080/10901027.2016.1165761

Cited by 26 publications

(13 citation statements)

References 15 publications

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“…Researchers have also shown how experiences in methods courses can change PTs’ beliefs about what counts as writing. Contrary to many of their reported experiences with writing in school contexts, through their firsthand writing experiences in teacher education courses, PTs may center their ideas about writing around meaning-making, process-oriented pedagogies, and the importance of student choice and ownership (e.g., Hall, 2016). Prospective teachers may also expand their understandings of writing to include digital or multimodal text composition (e.g., Hundley & Holbrook, 2013 or broaden definitions of writing as an individual act to writing as a social practice (Roberts et al, 2017).…”

Section: Resultsmentioning

confidence: 90%

“…Several studies suggest the importance of asking PTs to reflect on their writing histories. By reflecting, PTs can make stronger connections between theory and practice and begin to recognize how their beliefs and attitudes might shape their teaching (e.g., Draper, Barksdale-Ladd, & Radencich, 2000; Hall, 2016). Through reflection, PTs may begin to see the social, cultural, and political contexts and implications of literacy practices, including writing (C.…”

Section: Resultsmentioning

confidence: 99%

“…As other researchers pointed out, the pull of past experiences can be strong; time in field placements is not necessarily enough to effectively encourage PTs to teach differently from their own teachers, even when they express negative feelings about their schooling (e.g., Hall, 2016). Some scholars spoke directly or obliquely to themes of interrupting PTs’ preconceived ideas about students (Flint et al, 2002; Roser et al, 2014) and encouraging PTs to look from different perspectives at the impressions about teaching they brought from their school experiences (e.g., Barnes, 2018).…”

Section: Resultsmentioning

confidence: 99%

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Constructs of Teaching Writing in Research About Literacy Teacher Education

Bomer

Land

Rubin

et al. 2019

Journal of Literacy Research

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This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

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Section: Resultsmentioning

confidence: 90%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Constructs of Teaching Writing in Research About Literacy Teacher Education

Bomer

Land

Rubin

et al. 2019

Journal of Literacy Research

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“…Zimmerman et al (2014) found that preschool student teachers gained knowledge about teaching writing from participating in a writing course themselves. Changes in attitudes and beliefs after participating in a writing course were also found by Hall (2016). From feeling overwhelmed and unprepared, the student teachers' beliefs about writing and being a writing teacher changed to something manageable, important, and enjoyable.…”

Section: Supporting Early Writingmentioning

confidence: 86%

“…Three studies from the U.S. have investigated preschool student teacher's beliefs about early writing (Hall 2016;Hall and Grisham-Brown 2011;Zimmerman, Morgan, and Kidder-Brown 2014). Zimmerman et al (2014) found that preschool student teachers gained knowledge about teaching writing from participating in a writing course themselves.…”

Section: Supporting Early Writingmentioning

confidence: 99%

Nordic preschool student teachers’ views on early writing in preschool

Magnusson

Hofslundsengen

Jusslin

et al. 2021

International Journal of Early Years Education

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This study investigates preschool student teachers' views on how early writing should be supported in preschool. The sample consists of 66 preschool student teachers from Finland, Norway, and Sweden, who participated in the study by responding to open-ended questions on a written questionnaire. Results show that the respondents' answers were underpinned by holistic views on children's learning; they value children's own initiative as a decisive learning factor. Further, the responses underscore the importance of a writing-inviting environment and the preschool teachers acting as role models. The respondents rarely offered explicit theoretical reasons and arguments for why they would encourage early writing. Based on the findings, it appears critical to discuss within the profession the issue why early writing should be encouraged.

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Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era

Tortorelli

Gerde

Rohloff

et al. 2021

Reading Research Quarterly

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Early writing skills are among the strongest predictors of later reading and writing achievement; however, these crucial skills are often neglected in early childhood classrooms. In this article, we present a systematic, quantitative content analysis of early learning standards (for ages 3-5) in states that were using the Common Core State Standards for English Language Arts at the time of analysis. We identified 458 discrete early learning writing standards across 42 states, the District of Columbia, and Head Start (publication dates ranged from 2004 to 2018). We coded standards for the domains of writing skills addressed (transcription, composition, and/or writing concepts) in two stages, human coding and computer-assisted coding, and we coded some standards as addressing multiple domains. Results indicated that more than half (53.7%) of early writing standards addressed transcription. Composition was addressed in 38.4% of the standards and writing concepts in 26.6%. Within the transcription category, 95.4% of the standards addressed handwriting, and only 12.3% addressed spelling. More standards addressed handwriting specifically than all composition skills combined. The early learning standards across states varied considerably in how well they aligned with the Common Core for the early elementary grades (K-2). Early childhood standards rarely asked young children to create their own texts, whereas the Common Core includes expectations for composing in multiple genres. Early learning standards provided little guidance for comprehensive writing instruction that integrates writing skills across domains, and indicated potential misalignment in how writing is conceptualized and taught in preschool and elementary contexts. Early writing skills are among the strongest predictors of later reading and writing achievement (Aram, 2005;Kim, Al Otaiba, & Wanzek, 2015; National Early Literacy Panel, 2008). Even after controlling for socioeconomic and home literacy factors, differences in early writing skills tend to be stable over time, such that children who begin at a disadvantage are unlikely to catch up to peers who begin with stronger writing skills (Abbott, Berninger, & Fayol, 2010). Unfortunately, national test results have indicated that 72% of fourth graders and 76% of eighth and 12th graders do not achieve the proficient level in writing (Malkus, 2014;Persky, Daane, & Jin, 2003;Salahu-Din, Persky, & Miller, 2008). The genesis of writing skills in early childhood and the relative stability of early performance to later achievement highlight the need to develop sensitive and comprehensive approaches, guided by learning standards, to supporting children's writing across this period.Conceptualizations of writing in early childhood have clear implications for how early writing is supported and measured in classroom contexts (Ng,

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Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction

Cited by 26 publications

References 15 publications

Constructs of Teaching Writing in Research About Literacy Teacher Education

Constructs of Teaching Writing in Research About Literacy Teacher Education

Nordic preschool student teachers’ views on early writing in preschool

Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era

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