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ERIC Number: EJ1040812
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0271-0633
SoTL in Teacher Education: Layers of Learning
West, Jane
New Directions for Teaching and Learning, n139 p49-60 Aut 2014
This chapter will describe the evolution of a study of graduate education students' needs as writers. Recognizing that many of my students--who would soon be teaching children to write--struggled with various aspects of writing, I began a Scholarship of Teaching and Learning (SoTL) study to examine (a) my students' perceptions of themselves as writers and their self-efficacy as teachers of writing and (b) their responses (explicit and implicit in their subsequent writing) to instruction in academic and creative writing. Using a modification of Brookfield's (1995) critical incident questionnaire, students in nine classes reported their experiences of certain written assignments, including their ideas about what would help them improve the quality of their writing. After conducting initial coding of those questionnaires, I share them with each class, along with plans for modifying instruction in response. This process serves multiple purposes related to instruction, ongoing assessment, expanding students' understandings, and contributing to my formal scholarship. The intentionality of the research process, combined with the sharing of what I'm learning with my professional community, distinguishes this work from the more intuitively responsive teaching I have always attempted to do.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A