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

Metadata describes a digital item, providing (if known) such information as creator, publisher, contents, size, relationship to other resources, and more. Metadata may also contain "preservation" components that help us to maintain the integrity of digital files over time.

Available Formats

Dublin Core: XML Dublin Core: JSON Dublin Core: Text Dublin Core: RDF/XML UNTL: XML Access METS: XML

Title

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

Creator

  • Author: Thompson, Emily Kyle
    Creator Type: Personal

Contributor

  • Chair: Wickstrom, Carol
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Watson, Patricia
    Contributor Type: Personal
  • Committee Member: Mathis, Janelle
    Contributor Type: Personal
  • Committee Member: Subramaniam, Karthigeyan
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas
    Additional Info: www.unt.edu

Date

  • Creation: 2017-12

Language

  • English

Description

  • Content 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

Subject

  • Keyword: preservice teachers
  • Keyword: teacher educators
  • Keyword: writing instruction
  • Keyword: apprenticeship of observation
  • Keyword: literacy instruction
  • Keyword: beliefs
  • Keyword: writing beliefs
  • Keyword: Education, Curriculum and Instruction
  • Keyword: Education, Teacher Training
  • Library of Congress Subject Headings: Student teachers.
  • Library of Congress Subject Headings: English language -- Composition and exercises -- Study and teaching.

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights Holder: Thompson, Emily Kyle
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Accession or Local Control No: submission_918
  • Archival Resource Key: ark:/67531/metadc1062868

Degree

  • Degree Name: Doctor of Philosophy
  • Degree Level: Doctoral
  • Academic Department: Department of Teacher Education and Administration
  • College: College of Education
  • Degree Discipline: Curriculum and Instruction
  • Degree Publication Type: disse
  • Degree Grantor: University of North Texas

Note

  • Embargo Note: The work will be published after approval.
Back to Top of Screen