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

Abstract

This study examined a writing methods course for early childhood preservice teachers (PSTs). Addressing the concerns for the teaching of writing, the course sought to engage PSTs in learning designed to create cognitive shifts concerning their perceptions about writing. The goal of the study was to analyze how a writing methods course mediated PSTs’ knowledge of the tools necessary for them to be successful teachers of writing and how PSTs’ development as teachers of writing changed. Activity theory was employed as the analytic lens addressing the social context of learning and content knowledge acquisition. Data included course writing and responses to open-ended reflective essay items (N = 258). Findings include the utility of conceptual and pedagogical tools to develop PSTs’ understandings of writing and the ways teaching decisions can be developed. Additional findings address shifts in PSTs’ thinking about themselves as writers and future teachers of writing.

Additional information

Notes on contributors

Belinda S. Zimmerman

Belinda S. Zimmerman is an Assistant Professor of literacy and early childhood education at Kent State University where she teaches graduate and undergraduate courses in literacy education. Her research interests include teacher preparation in teaching reading and writing, developing intervention practices for struggling readers, and providing high-quality literacy professional development for educators.

Denise N. Morgan

Denise N. Morgan is an Associate Professor of literacy education and the Director of the Reading and Writing Center at Kent State University. Her research centers on teacher preparation in teaching writing, students’ reading and writing practices, and long-term professional development.

Melanie K. Kidder-Brown

Melanie K. Kidder-Brown is a Literacy Instructor at Kent State University. She has been teaching pre-service teachers literacy methods courses for eight years and conducts research on teacher preparation in teaching writing, using new literacies within early childhood classrooms, and interventions with reading instruction.