Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation

Thumbnail image of item number 1 in: 'Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation'.
Thumbnail image of item number 2 in: 'Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation'.
Thumbnail image of item number 3 in: 'Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation'.
Thumbnail image of item number 4 in: 'Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation'.
Showing 1-4 of 156 pages in this dissertation.

PDF Version Also Available for Download.

Description

Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and … continued below

Physical Description

vii, 147 pages

Creation Information

Thompson, Emily Kyle December 2017.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by the UNT Libraries to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 281 times. More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Author

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Thompson, Emily Kyle

Provided By

UNT Libraries

The UNT Libraries serve the university and community by providing access to physical and online collections, fostering information literacy, supporting academic research, and much, much more.

About | Browse this Partner

Contact Us

Corrections Questions

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Degree Information

Description

Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and themselves as writers, (2) how have PSTs' experiences as students affected their beliefs about themselves as writers, and (3) how do PSTs' experiences as students influence their plans to teach writing? After conducting a thematic analysis, there are four findings that stemmed from the data. First, PSTs come to their educator preparation programs with beliefs about themselves as writers. Particularly, the PSTs believe they are either writers or non-writers, Next, PSTs believe that writing instruction should be high-quality and foster student interest. Additionally, data suggested that PSTs' past experiences as students in a writing classroom influenced the PSTs' beliefs. Particularly, the PSTs' experiences around feedback and the control they had over writing were the most discussed. Lastly, past experiences stemming from the PSTs' apprenticeship of observation formed the basis for the plans the PSTs had about teaching writing. These findings have implications for both teacher educators and the PSTs they teach. It is imperative that teacher educators take steps to uncover the beliefs and past experiences of the PSTs as these serve as a lens through which the PSTs look through during their writing methods courses. Teacher educators must also use this information as a springboard for instruction. Finally, teacher educators must challenge the apprenticeship of observation to ensure that the plans PSTs have for teaching writing are not simply a conservative recreation of past experiences devoid of a theoretical basis.

Physical Description

vii, 147 pages

Language

Item Type

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

About | Browse this Collection

What responsibilities do I have when using this dissertation?

Digital Files

When

Dates and time periods associated with this dissertation.

Creation Date

  • December 2017

Added to The UNT Digital Library

  • Jan. 27, 2018, 7:36 a.m.

Description Last Updated

  • Jan. 11, 2021, 2:05 p.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 0
Past 30 days: 0
Total Uses: 281
More Statistics

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

Thumbnail image of item number 1 in: 'Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation'.
Thumbnail image of item number 2 in: 'Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation'.
Thumbnail image of item number 3 in: 'Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation'.
Thumbnail image of item number 4 in: 'Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation'.

PDF Version Also Available for Download.

Citations, Rights, Re-Use

International Image Interoperability Framework

IIF Logo

We support the IIIF Presentation API

Links for Robots

Helpful links in machine-readable formats.

Archival Resource Key (ARK)

International Image Interoperability Framework (IIIF)

Metadata Formats

Images

URLs

Stats

Thompson, Emily Kyle. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation, dissertation, December 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1062868/: accessed June 30, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

Back to Top of Screen