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ERIC Number: EJ870123
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: ERIC
Reference Count: 73
ISSN: ISSN-0737-5328
The Writing Experiences and Beliefs of Secondary Teacher Candidates
Daisey, Peggy
Teacher Education Quarterly, v36 n4 p157-172 Fall 2009
Writing affords students an opportunity to clarify their thinking. Through the process of writing, students recognize what they know and what they still need to learn. Teachers need to provide positive writing experiences that promote student enjoyment, as well as help students to express themselves with clarity and power. The ability of a teacher to include writing-to-learn activities in a classroom with efficacy and success depends on the teacher's beliefs and attitudes about writing and his or her capacity to develop instructional activities. The purpose of this study was to describe secondary teacher candidates' past writing experiences, present attitudes and beliefs about writing, changes in attitudes and beliefs about writing during a required content area literacy course, as well as their predicted use of writing in future instruction. Qualitative and quantitative methods were used in the design of this quasi-experimental study, which took place at a midwest university that educates many teacher candidates. Secondary teacher candidates (N = 124), who were enrolled in a secondary content area literacy course participated in this study. Results showed that: (1) the past writing experiences of teacher candidates with ("high writing enjoyment," HWE) differed markedly from those with ("low writing enjoyment," LWE); (2) teacher candidates with HWE thought of themselves as writers more than those with LWE; (3) teacher candidates enhanced their writing identity during a content area literacy course; and (4) teacher candidates believed that their future students will enjoy writing because they will offer them variety of writing forms, ownership, and a positive writing role model. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A