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ERIC Number: ED340704
Record Type: Non-Journal
Publication Date: 1991-Nov
Pages: 50
Abstractor: N/A
Reference Count: N/A
Relationship among Afro-American Preservice Teachers' Competence in Writing, Critical Thinking, and Learning To Teach Effectively: Pedagogical Implications.
Kemp, Leroy; And Others
The study described in this paper examined the use of the writing process as an instructional strategy for enhancing Afro-American preservice teachers' writing and reflective competence for teaching effectively. The major methodological concern focused on the pedagogical process for encouraging preservice teachers to integrate their beliefs and attitudes with the knowledge and practice of effective teaching. The cluster sample for this study consisted of 36 preservice teachers (27 females, 9 males) drawn from 112 students enrolled in 3 introduction to teaching courses. A pretest/posttest, wherein students completed an essay question about a teaching concept, was employed. Results suggest that: (1) an increase solely in writing activities did not significantly increase Afro-American preservice teachers' reflective decision making cognitive processes for effective teaching; (2) increased opportunities to write about concepts in teaching did not significantly improve competence in writing; and (3) increased writing assignments on teaching concepts did not significantly affect preservice teachers' intellectual competence for learning to teach. The major implication of this study is that the curriculum for Afro-American preservice teachers should involve a low degree of ambiguity about the professional knowledge base. Seven recommendations are made on the basis that the research supports the idea that Free Writings and Focused Free Writings help to formalize and focus the cognitive structures of students. (LL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A