ERIC Number: EJ1100426
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
Reference Count: 29
Generation 1.5 Preservice Teachers: The Evolution of Their Writing Confidence Levels and Self-Efficacy in Writing Intensive Courses
Lewis, Katie D.
Reading Matrix: An International Online Journal, v16 n1 p18-31 Apr 2016
This action research examines how Generation 1.5 preservice teachers develop as writers during writing intensive courses. Generation 1.5 reflects immigrants who have life experiences inclusive of two or more countries including diverse cultures and languages (Roberge, 2009). Understanding the factors impacting how Generation 1.5 students use writing skills and writing as a tool for learning and for communicating is to crucial to their development as effective classroom teachers. This research study explored how Generation 1.5 preservice teachers evolved in their writing confidence levels and self-efficacy in Writing Intensive courses to determine: How does self-efficacy relate to preservice teachers' overall writing performance? The results of the study indicate that Generation 1.5 preservice teachers experienced an increase in writing self-efficacy and writing confidence over the course of a Writing Intensive course.
Descriptors: Immigrants, Preservice Teachers, English (Second Language), Second Language Learning, Self Efficacy, Writing Instruction, Writing Skills, Cultural Background, Teacher Education, Teacher Effectiveness, Self Esteem, Bilingualism, Undergraduate Students, Hispanic American Students, Likert Scales, Student Surveys, Self Evaluation (Individuals), Spanish, Native Language, Language Usage, Action Research, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A