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ERIC Number: EJ793743
Record Type: Journal
Publication Date: 2007
Pages: 9
Abstractor: Author
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0162-6620
Learning to Write and Writing to Learn: Insights from Teacher Candidates
Gallavan, Nancy P.; Bowles, Freddie A.; Young, Christopher T.
Action in Teacher Education, v29 n2 p61-69 2007
Teacher educators frequently express concerns regarding teacher candidates' writing knowledge, skills, and dispositions. Concerns include candidates' proficiencies for writing correctly and communicating effectively, teaching writing appropriately to preK-12 graders, integrating writing authentically across the curriculum, guiding preK-12 student writing supportively, and reflecting through writing both personally and professionally. Teacher educators recognize that writing is individualized, personal, complex, subjective, and extensive, with limited time and attention dedicated to learning to write or writing to learn throughout teacher education programs. Survey research conducted with teacher candidates reveals that they highly value writing and the writing process for themselves and, more so, for preK-12 graders. But many teacher candidates dislike writing and consider themselves to be poor writers, are unsure how to teach writing effectively or integrate writing meaningfully, and are unaware of the benefits that writing and reflecting contribute to learning and living. Teacher candidates' responses offer helpful suggestions for teacher educators. (Contains 2 figures and 4 tables.)
Rowman & Littlefield Education. Journal Subscriptions, 15200 NBN Way, Blue Ridge Summit, PA 17214. Tel: 800-273-2223; Fax: 800-338-4550; e-mail: journals@rowman.com; Web site: http://www.rowmaneducation.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A