“The Teacher Said My Story Was Excellent”: Preservice Teachers Reflect on the Role of the “External” in Writing

Mathers, Brandi Gribble; Benson, Susan Kushner; Newton, Evangeline

doi:10.1598/jaal.50.4.5

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…In 39 of the 82 studies we reviewed, PTs’ beliefs or attitudes about writing emerged as an important factor. These studies showed that PTs often approach writing with negative attitudes that may be attributed to receiving harsh criticism as EC-12 students (e.g., Hall & Grisham-Brown, 2011; Norman & Spencer, 2005), a lack of ownership in their writing experiences (e.g., Morgan, 2010), not feeling like they had supportive writing instruction or feedback (e.g., Gallavan, Bowles, & Young, 2007), or not believing they have natural ability as a writer (e.g., Mathers, Benson, & Newton, 2006; Street, 2003). Furthermore, few PTs indicated writing for pleasure or writing in extended ways beyond academic purposes (e.g., Gardner, 2014).…”

Section: Resultsmentioning

confidence: 99%

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: 99%

Constructs of Teaching Writing in Research About Literacy Teacher Education

Bomer

Land

Rubin

et al. 2019

Journal of Literacy Research

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“…Internationally in pre-service and in-service contexts, teachers' development as writers is often nurtured and they are encouraged to adopt the position of teacher and writer in school. Significantly, research indicates that teachers' conceptions of literacy, literate identities and pedagogic practice, frame, shape and often limit students' identities, both as writers (Bourne 2002;Mathers, Benson and Newton, 2006;Ryan and Barton 2014) and as readers (Hall et al 2010;Hall 2012). Yet relatively little appears to be known about teachers' attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing.…”

Section: Introductionmentioning

confidence: 99%

Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

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This paper is a critical literature review of empirical work from 1990-2015 on teachers as writers. It interrogates the evidence on teachers' attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing. The methodology was carried out in four stages. Firstly, educational databases keyword searches located 438 papers. Secondly, initial screening identified 159 for further scrutiny, 43 of which were found to specifically address teachers' writing identities and practices. Thirdly, these sources were screened further using inclusion/exclusion criteria. Fourthly, the 22 papers judged to satisfy the criteria were subject to in-depth analysis and synthesis. The findings reveal that the evidence base in relation to teachers as writers is not strong, particularly with regard to the impact of teachers' writing on student outcomes. The review indicates that teachers have narrow conceptions of what counts as writing and being a 2 writer and that multiple tensions exist, relating to low self-confidence, negative writing histories, and the challenge of composing and enacting teacher and writer positions in school. However, initial training and professional development programmes do appear to afford opportunities for reformulation of attitudes and sense of self as writer.

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“…English language arts (ELA) teacher candidates enter teacher education with diverse writing experiences that influence their perceptions of writing instruction (Draper, Barksdale‐Ladd, & Radencich, ; Mathers, Benson, & Newton, ). Like K–12 students, teacher candidates’ experiences with writing are not limited to teacher‐led, school‐sanctioned writing tasks.…”

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confidence: 99%

Centering the How: What Teacher Candidates’ Means of Mediation Can Tell Us About Engaging Adolescent Writers

Barnes¹

2018

J Adolescent & Adult Lit

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Teacher candidates explored how they write in different spaces to offer recommendations to high school students and determine their own goals as writing teachers. E nglish language arts (ELA) teacher candidates enter teacher education with diverse writing experiences that influence their perceptions of writing instruction (Draper, Barksdale-Ladd, & Radencich, 2000;Mathers, Benson, & Newton, 2006). Like K-12 students, teacher candidates' experiences with writing are not limited to teacher-led, school-sanctioned writing tasks. With the rise in digital technologies, young people are composing, communicating, and interacting with one another both in and out of schools in myriad ways. Alvermann (2017) even claimed that people write more frequently than they read. Although we might expect that teacher candidates' digital lives could expand their perceptions about what counts as writing in school, recent research has suggested that the divide between in-and out-of-school writing remains strong. In fact, Hundley and Holbrook (2013) found that their teacher candidates viewed "real" writing as paperbased writing that happens in school and that they "maintained [a commitment] to conventional writing in ELA classrooms" (p. 500), despite the multimodal writing that they may be engaging in outside of schools. Teacher candidates' experiences with and beliefs about different forms of writing shape their expectations for and approaches to teaching writing themselves.A number of binaries are often invoked in discussions of writing pedagogy, namely, distinctions between in-and out-of-school writing, good and bad writing, and paper-based and digital writing. Attention to the mediational means-the places where writing happens, the purposes for writing, the tools for composing, the time allotted for writing, and so forth-rather than the aforementioned binaries could offer literacy teachers greater insight into students' experiences with, beliefs about, and strengths and struggles in writing. In this study, I consider how mediational means shape teacher candidates' experiences with writing. I draw from the findings to suggest that literacy educators might challenge dichotomous conceptions of writing by paying attention to the mediational means involved in writing instruction.The teacher candidates who participated in this study partnered with local high school students to maintain weekly blogs where they discussed their feelings about and experiences with writing and the relevance of writing to today's K-16 students. As I analyzed the blogs, I drew on sociocultural approaches to mediation (Vygotsky, 1987;Wertsch, 1991) and literature on writing, meaning, and mediation (Grossman, Smagorinsky, & Valencia, 1999;Smagorinsky, 2011) to consider the potential influence that the manner of mediation has on the value that teacher candidates see in writing. Specifically, I inquired into four research questions:

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“The Teacher Said My Story Was Excellent”: Preservice Teachers Reflect on the Role of the “External” in Writing

Cited by 4 publications

References 10 publications

Constructs of Teaching Writing in Research About Literacy Teacher Education

Constructs of Teaching Writing in Research About Literacy Teacher Education

Teachers as writers: a systematic review

Centering the How: What Teacher Candidates’ Means of Mediation Can Tell Us About Engaging Adolescent Writers

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