ERIC Number: EJ847169
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 75
A Teacher Educator Writes and Shares: Student Perceptions of a Publicly Literate Life
Kaufman, Douglas K.
Journal of Teacher Education, v60 n3 p338-350 2009
A literature review reveals limited information regarding the modeling of authentic writing practices by teacher educators for their students. This study examines the effect of the author's modeling processes as evidenced by education students' assessments of his courses. The author analyzed data using a grounded approach to document their perceptions of the benefits of his in-class writing and sharing of literacy work. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components. Perceived academic benefits included the learning of skills, strategies, and methods that influence a teacher's ability to address intellectual or technical aspects of classroom life. Perceived affective benefits included the enhancement of student motivation and the creation of a respectful, caring, and trustworthy learning community. Together, responses appeared to set the stage for the establishment of a more complex, multifaceted classroom discourse.
Descriptors: Teacher Attitudes, Teacher Educators, Teaching Methods, Student Attitudes, Preservice Teachers, Preservice Teacher Education, Inservice Teacher Education, Grounded Theory, Teaching Skills, Writing Skills, Educational Strategies, Classroom Environment, Student Motivation, Writing Instruction, Models, Faculty Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A