Title
Encouraging Shifts in Preservice Teachers’ Beliefs About Writing and Plans for Future Instruction
Document Type
Article
Publication Date
3-2020
Publication Title
Early Childhood Education Journal
Publisher
Springer
DOI
https://doi.org/10.1007/s10643-020-01048-2
Abstract
Preservice teachers’ (PSTs) writing attitudes have been well formed through countless positive and negative interactions by the time they enter higher education. The present study examined 17 PSTs’ beliefs about teaching writing, confidence levels, and plans for future instruction, before and after a semester-long language arts methods course. Participants participated in pre and post belief exercises and pre and post online surveys. We examined differences between PSTs’ beliefs over the course of three time points. Overall, findings revealed that after self-reflection, strategy instruction, and engagement in writing, PSTs were more likely to believe in children’s writing capabilities, reported higher confidence levels in teaching writing, and described plans for integrating more specific writing strategies into their future practice.
Recommended Citation
Hall, A.H., Gao, Q. & Hirsch, S. Encouraging Shifts in Preservice Teachers’ Beliefs About Writing and Plans for Future Instruction. Early Childhood Educ J 49, 61–70 (2021). https://doi.org/10.1007/s10643-020-01048-2
Comments
The published version of this article can be found here: https://link.springer.com/article/10.1007/s10643-020-01048-2#citeas