Learning to Write and Writing to Learn: Insights from Teacher Candidates

Gallavan, Nancy P.; Bowles, Freddie A.; Young, C

doi:10.1080/01626620.2007.10463449

Cited by 29 publications

(22 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Daisey (2009) found that 65% of trainees who reported enjoying writing throughout their lives saw themselves as writers, whereas those who did not rate their enjoyment highly were much less likely to think of themselves as writers. Gallavan, Bowles and Young (2007) identify a discrepancy between trainee teachers' beliefs about the importance of writing and their view of themselves as writers: whilst the majority attached high value to writing, particularly for their students, it was apparent that many disliked writing, perceived themselves as poor writers and were unsure how to teach writing effectively. In some surveys, the majority of student teachers reported less than positive attitudes to writing (Gardner 2014), or lacked both confidence and enjoyment (Morgan 2010).…”

Section: Characteristics Of Included Studiesmentioning

confidence: 93%

“…Four of the studies were quantitative. Of these, three were mono-method studies using questionnaire survey (Daisey 2009;Gallavan, Bowles and Young 2007;Street, 2003) and the fourth (Whyte et al 2007) combined teacher survey with analysis of students' writing scores. Two studies Locke and Kato 2012) combined quantitative and qualitative methods.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…It is therefore a less effective tool for examining teachers' beliefs. Gallavan, Bowles and Young (2007) employ an 8-item Likert-style questionnaire and Daisey (2009) uses open-ended and Likert-style questionnaires for this purpose, but in neither study is additional data collected to elaborate or qualify teachers' responses. Whyte et al (2007) employed survey methods to examine the association between teachers' writing lives and students' achievement in writing.…”

Section: 1: Limitations Of the Research Reviewedmentioning

confidence: 99%

See 2 more Smart Citations

Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

View full text Add to dashboard Cite

This paper is a critical literature review of empirical work from 1990-2015 on teachers as writers. It interrogates the evidence on teachers' attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing. The methodology was carried out in four stages. Firstly, educational databases keyword searches located 438 papers. Secondly, initial screening identified 159 for further scrutiny, 43 of which were found to specifically address teachers' writing identities and practices. Thirdly, these sources were screened further using inclusion/exclusion criteria. Fourthly, the 22 papers judged to satisfy the criteria were subject to in-depth analysis and synthesis. The findings reveal that the evidence base in relation to teachers as writers is not strong, particularly with regard to the impact of teachers' writing on student outcomes. The review indicates that teachers have narrow conceptions of what counts as writing and being a 2 writer and that multiple tensions exist, relating to low self-confidence, negative writing histories, and the challenge of composing and enacting teacher and writer positions in school. However, initial training and professional development programmes do appear to afford opportunities for reformulation of attitudes and sense of self as writer.

show abstract

Section: Characteristics Of Included Studiesmentioning

confidence: 93%

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Section: 1: Limitations Of the Research Reviewedmentioning

confidence: 99%

See 1 more Smart Citation

Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

View full text Add to dashboard Cite

show abstract

“…Katılımcıların 385'i erkek (%52,4), 350'si kızdır (%47,6). Literatürde yazma becerisi, yazmayı öğrenme (yazma becerisinin kazanılması) ve öğrenmek için yazma (yazma becerisinin kullanılması) olarak sınıflandırılmaktadır (Gallavan, Bowles ve Young, 2007). Dördüncü sınıf düzeyindeki öğrencilerden yazmayla ilgili bir harfin ya da kelimenin yazılması; cümle kurma veya kendi sınıf düzeyinde bir metni kurgulamayı öğrenmiş olması istenir.…”

Section: çAlışma Grubuunclassified

Effects of Primary School Fourth-Grade Students' Attitude, Disposition and Writer's Block on Writing Success

Baştuğ

2015

View full text Add to dashboard Cite

Bu araştırmada yapısal eşitlik modellemesi yoluyla ilkokul dördüncü sınıf öğrencilerinin yazma tutumu, yazma eğilimi ve yazma tutukluğunun yazma başarısına etkisini incelemek amaçlanmıştır. Araştırmaya 735 ilkokul dördüncü sınıf öğrencisi katılmıştır. Araştırmanın amacına bağlı olarak 4 farklı hipotez test edilmiştir: a) yazma tutumu ve yazma eğilimi yazma başarısını pozitif olarak anlamlı düzeyde etkilemektedir, b) yazma tutumu ve yazma eğilimi yazma tutukluğunu negatif olarak anlamlı düzeyde etkilemektedir, c) yazma tutukluğu yazma başarısını negatif olarak anlamlı düzeyde etkilemektedir ve d) yazma tutumu ve yazma eğiliminin yazma başarısına etkisinde yazma tutukluğu kısmi aracılık rolü üstlenmektedir. Buna göre test edilen modellerin tamamı doğrulanmıştır. Sonuç olarak yazma eğilimi ve tutumunun yazma başarısını anlamlı ve pozitif yönlü; yazma tutumu ve eğiliminin yazma tutukluğunu negatif yönlü ve anlamlı; yazma tutukluğu yazma başarısını negatif yönlü ve anlamlı etkilediği bulunmuştur. Araştırmanın diğer bir önemli bir sonucu da yazma tutumu ve yazma eğiliminin yazma başarısına etkisinde yazma tutukluğunun kısmi aracılık rolü üstlendiğidir. Yol katsayılarına göre yazma başarısında en fazla etkinin sırasıyla yazma tutukluğu, yazma eğilimi ve yazma tutumu şeklinde sıralandığı bulunmuştur. Araştırma sonuçları ilgili duyuşsal faktörlerin yazma başarısına etkisi bağlamında literatüre dayalı olarak tartışılmıştır. Yazma tutukluğu Eğilim Tutum Yazma başarısıMakale Hakkında

show abstract

“…The data stems from interviews with the students, in focus groups and individually, analyses of their independent final projects and other text samples, observations of group work and examination seminars, and the students' written self-presentations during teacher education and as professional preschool teachers at work. An underlying concern is to problematise the frequent everyday conception of student teachers as lacking the competence for academic writing (Ask 2005, Bertilsson 2014, Gallavan, Bowles & Young 2007, Street & Stang 2012. The results from the first two papers show that the preschool student teachers experience different difficulties with academic writing.…”

Section: Earlier Studies and Theoretical Implications For This Articlementioning

confidence: 99%

Achieving a professional identity through writing

2017

View full text Add to dashboard Cite

In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers' conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.

show abstract

Learning to Write and Writing to Learn: Insights from Teacher Candidates

Cited by 29 publications

References 6 publications

Teachers as writers: a systematic review

Teachers as writers: a systematic review

Effects of Primary School Fourth-Grade Students' Attitude, Disposition and Writer's Block on Writing Success

Achieving a professional identity through writing

Contact Info

Product

Resources

About