Toward Deeper Understanding of Children’s Writing: Pre-Service Teachers’ Attention to Local and Global Text Features at the Start and End of Writing-Focused Coursework

Hawkins, Lisa K.; Martin, Nicole M.; Bottomley, Diane; Shanahan, B.; Cooper, Jennifer

doi:10.1080/19388071.2021.1941445

Cited by 1 publication

(1 citation statement)

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“…Pre-service teacher preparation programs have a responsibility for expanding literacy courses to include methods for providing effective writing instruction. Such efforts could capitalize on reading-writing connections, as reading predominates educator preparation coursework in the U.S. ( Brenner and McQuirk, 2019 ), but writing, both learning to provide instruction on the component skills needed for writing and the composition process deserve a space in teacher preparation courses and applied experiences ( Myers et al, 2016 ; Hawkins et al, 2022 ). Admittedly, our own pre-service preparation program has only one master’s level course devoted to K-12 writing instruction and our undergraduate courses mainly focus on how to provide reading instruction.…”

Section: Discussionmentioning

confidence: 99%

Exploring relationships between pre-service teachers’ self-efficacy for writing and instruction provided in simulated elementary writing conferences

Gillespie Rouse,

Young,

Gifford

2023

Front. Psychol.

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Practice-based opportunities, like teaching simulations, are becoming more prevalent in teacher preparation programs. We sought to examine the instructional moves of 5 pre-service teachers during a simulated elementary writing conference using Mursion technology, a mixed-reality simulation (MRS) that emulates a classroom environment with student avatars. We examined both participants’ self-efficacy and their instructional moves during MRS writing conferences. To better understand pre-service teachers’ learning, we also examined reflections they wrote about their MRS experience. Results showed that pre-service teachers spent much of their time (31.7%) managing the environment (e.g., setting expectations, addressing student behavior) during MRS writing conferences, followed by nearly one-fourth of their time (24.2%) instructing students on their writing pieces (e.g., adding details, revising, editing), with high levels of teacher talk compared to student talk. Participants’ self-efficacy for writing, for teaching writing elements, and for writing instruction were not clearly related to their instructional moves during the MRS experience. However, participants’ reflections suggest that pre-service teachers felt the experience gave them the opportunity to practice making in-the-moment decisions and learn from their peers in a way that may allow them to have a more accurate understanding of their abilities to teach writing. Implications from these findings related to teacher self-efficacy, motivation, and teacher preparation programs are presented.

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Section: Discussionmentioning

confidence: 99%