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Action in Teacher Education Volume 36, 2014 - Issue 2
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Empirical Research and Conceptual Studies

The Use of Conceptual and Pedagogical Tools as Mediators of Preservice Teachers’ Perceptions of Self as Writers and Future Teachers of Writing

Belinda S. ZimmermanKent State UniversityCorrespondence[email protected]
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,
Denise N. MorganKent State UniversityView further author information
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Melanie K. Kidder-BrownKent State UniversityView further author information
Pages 141-156 | Published online: 12 May 2014

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Maria Magnusson, Hilde Hofslundsengen, Sofia Jusslin, Elisabeth Mellgren, Ann-Katrin Svensson, Ria Heilä-Ylikallio & Bente E. Hagtvet. (2022) Nordic preschool student teachers’ views on early writing in preschool. International Journal of Early Years Education 30:4, pages 714-729.
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Hope K. Gerde, Tanya S. Wright & Gary E. Bingham. (2019) Preschool teachers’ beliefs about and instruction for writing. Journal of Early Childhood Teacher Education 40:4, pages 326-351.
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Lilian Cibils & Rick Marlatt. (2019) Poetry and Cultural Identity: A Sociocultural Approach for Teacher Education Classrooms. Action in Teacher Education 41:2, pages 137-153.
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Anna H. Hall, Kelley M. White, Ying Guo & Andrea Emerson. (2019) Who counts as a writer? Examining child, teacher, and parent perceptions of writing. Early Child Development and Care 189:3, pages 353-375.
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Tracey S. Hodges, Katherine Landau Wright & Erin McTigue. (2019) What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?. RMLE Online 42:2, pages 1-15.
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Christine Massing. (2018) Scaffolding immigrant early childhood teacher education students toward the appropriation of pedagogical tools. Journal of Early Childhood Teacher Education 39:2, pages 73-89.
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Karen Goodnough. (2016) Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis. Journal of Science Teacher Education 27:7, pages 747-767.
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Anna H. Hall. (2016) Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction. Journal of Early Childhood Teacher Education 37:2, pages 142-156.
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Sharon M. Pratt & Tracey S. Hodges. Making Thinking Explicit: A Skill Continuum of Preservice Teacher Use of Strategic Think-Alouds in Literacy Instruction. Literacy Research and Instruction 0:0, pages 1-24.
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Articles from other publishers (14)

Hossein Bozorgian, Narges Nemati, Esmat Shamsi & Baqer Yaqubi. (2023) What English language in‐service teachers think, know, and do about writing instruction: Iranian teachers' stated attitudes vs. actual practice. TESOL Journal 15:1.
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Ambyr Rios, Sharon D. Matthews, Sydney Zentell & Ashlynn Kogut. (2024) More being, different doing: Illuminating examples of culturally relevant literacy teaching. Journal of Adolescent & Adult Literacy 67:5, pages 283-293.
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Gary E. Bingham & Hope K. Gerde. (2023) Early childhood teachers’ writing beliefs and practices. Frontiers in Psychology 14.
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Marilisa Birello & Joan-Tomàs Pujolà. (2023) Visual metaphors and metonymies in pre-service teachers’ reflections: Beliefs and experiences in the learning and teaching of writing. Teaching and Teacher Education 122, pages 103971.
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Gary E. Bingham, Hope K. Gerde, Arianna E. Pikus, Rebecca Rohloff, Margaret F. Quinn, Ryan P. Bowles & Xiao Y. Zhang. (2022) Examining teachers’ early writing knowledge and practices. Reading and Writing 35:9, pages 2201-2227.
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Ann D. David, Stephanie Grote-Garcia, Inci Yilmazli Trout, Susan Hall & Letitia Harding. (2022) Research: Learning to Teach Writing by Becoming a Writer: An Examination of Preservice Teachers’ Engagement with the Writing Process. English Education 55:1, pages 27-48.
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Katherine R. Higgs-Coulthard & Danielle L. DeFauw. 2022. Handbook of Research on Teacher Practices for Diverse Writing Instruction. Handbook of Research on Teacher Practices for Diverse Writing Instruction 315 334 .
Wendy R. Williams. (2021) Reflections on writing and teaching: a study of five writing contest winners. English Teaching: Practice & Critique 20:3, pages 385-397.
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Tracey S. Hodges, Katherine Landau Wright & Erin M. McTigue. (2021) The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI): A tool for measuring beliefs about writing. Assessing Writing 49, pages 100545.
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Anna H. Hall, Qianyi Gao & Shanna Hirsch. (2020) Encouraging Shifts in Preservice Teachers’ Beliefs About Writing and Plans for Future Instruction. Early Childhood Education Journal 49:1, pages 61-70.
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Shea Kerkhoff, Molly Broere & David Premont. (2020) Average and avid: preservice English teachers' reading identities. English Teaching: Practice & Critique 19:2, pages 197-215.
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Anna H. Hall & Kelley Mayer White. (2019) Do My Students Know I Don't Like Writing? Shifting Attitudes and Instruction. The Reading Teacher 73:3, pages 362-366.
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Tracey T. Flores, Saba Khan Vlach & Catherine Lammert. (2019) The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review. Journal of Literacy Research 51:2, pages 214-232.
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Xiaoping Li & Mingyuan Zhang. (2015) Rising to the Challenge. SAGE Open 5:2, pages 215824401559016.
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