ERIC Number: ED459472
Record Type: RIE
Publication Date: 2001-Nov
Preservice Teachers' Reflections about Learning To Teach Writing.
A substantial body of research elaborates and documents how practicing teachers support the writing development of young children (Atwell, 1987; Avery, 1993; Calkins, 1986, 1994; Graves, 1981; Lensmire, 1994; Routman, 2000). Yet, there is limited research about how preservice teachers learn about children's writing (Dahl and Farnan, 1998) or about how opportunities to work in a classroom setting affect their prior beliefs about the teaching of writing (Newkirk, 1995). This study explores preservice teachers' reflections about invitations on their learning to teach writing during a nine-credit block of language and literacy courses. Using a teacher research lens, the study takes a second look at their reflections and suggests that the course invitations offer distinct opportunities for their learning about the teaching of writing. From the course invitations, preservice teachers reported they acquired new understandings about writing instruction as a result of participating in socially shared systems of learning. Implications for teacher research are outlined in clarifying a vision of studying the researcher's own teaching context as a form of knowledge production. (Contains 39 references and 6 notes. An appendix contains a list of interview questions.) (Author/RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A