Preservice teachers teach writing: Implications for teacher educators

Colby, Susan; Stapleton, Joy

doi:10.1080/19388070609558455

Cited by 35 publications

(22 citation statements)

References 9 publications

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“…Colby & Stapleton, 2006;Doppen, 2007;Duffy & Atkinson, 2001;Friel & Carboni, 2000;Garton & Cano, 1996;Montano et al, 2005;Moore, 2003;Otaiba, 2005;Perry et al, 2006;Tillema, 2000;Vuchic & Robb, 2006). ICT training of the preservice teachers was implemented as assignments of the practicum (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…(2) Compliance with state-legislated requirements in the U.S.A. was part of practicum assignments in bilingual teaching using a multicultural approach, teaching writing competencies according to new standards described in 2004, and interacting with children at risk according to the recommendations of the "Families of Promise" program (Blasi, 2002;Colby & Stapleton, 2006;Hayes, 2002;Montano et al, 2005). (3) Adopting conceptual frameworks, approaches, principles, or ideas about teacher preparation and development turned out to be the main focus of the practicum, and mentors had to help preservice teachers develop their own style and educational perspectives (Anderson et al, 2006;Dinsmore & Wegner, 2006;Goodnough et al, 2009;Hawkey, 1998;Hudson, 2005;Weinberger, 2006;Tsang, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Subcluster 3: Planning and teaching particular subjects in specific student groups 9 References: Anderson and Puckett (2005), Colby and Stapleton (2006), Coulon and Lorenzo (2003), Duffy and Atkinson (2001), Lake and Jones (2008), Mewborn (1999), Otaiba (2005), Proctor et al (2001), Schmidt (2005).…”

Section: Activitiesmentioning

confidence: 99%

“…Subcluster 2: Efficacy and self-confidence in teaching, views, opinions, and appreciation 9 References: Anderson et al (2006), Brush et al (2003), Colby and Stapleton (2006), Duffy and Atkinson (2001), Hawkey (1998), Hudson (2005), Richard and Brumfield (2003), Thompson and Smith (2005), Vuchic and Robb (2006).…”

Section: Ses Schools Increased;mentioning

confidence: 99%

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The practicum in preservice teacher education: a review of empirical studies

2013

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This literature review presents a systematic analysis of 113 empirical studies conducted between 1996 and 2009, portraying a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils' diversity. The supervisors' role is focused mainly on the preservice teachers' inner world, and only few studies examined school students' achievements as a result of preservice teachers' instruction. The individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged. Preservice teachers' acquaintance with staff and principals at the host school were a negligible part of the practicum descriptions. The discussion will portray two kinds of asymmetric relations between the host schools and the teacher education programs, and one kind of symmetric relations emerging from the descriptions of the practicum. The implications will suggest a broader view of the practicum, designing a new teacher education program embedded in school organizational culture.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Activitiesmentioning

confidence: 99%

Section: Ses Schools Increased;mentioning

confidence: 99%

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The practicum in preservice teacher education: a review of empirical studies

2013

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“…During their K-12 schooling, PSTs experience and observe many negative examples of writing instruction which help shape their beliefs and attitudes toward writing (Hall & Grisham-Brown, 2011). Through an apprenticeship of observation (Lortie, 1975) many PSTs learn to define writing only in terms of procedural skills (e.g., handwriting, name writing) and mechanics of writing (e.g., grammar, spelling), rather than the process, craft, and purposes of writing (Colby & Stapleton, 2006). Based on these early experiences, PSTs often form ideas about which pedagogical writing methods to use in their future classrooms and their ideas and decisions are difficult to influence and change (Cross, 2009;Ng, Nicholas, & Williams, 2010).…”

mentioning

confidence: 99%

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

Hall

2016

Journal of Early Childhood Teacher Education

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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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Preservice teachers teach writing: Implications for teacher educators

Cited by 35 publications

References 9 publications

The practicum in preservice teacher education: a review of empirical studies

The practicum in preservice teacher education: a review of empirical studies

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

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

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