Preservice Teachers as Writers

Morgan, Denise N.

doi:10.1080/19388070903296411

Cited by 53 publications

(46 citation statements)

References 10 publications

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“…The unease experienced by teachers in Cremin's (2006) study was such that their head teachers requested the story-writing challenge be abandoned: all participants encountered periods of intense insecurity and expressed considerable emotional discomfort, even distress, during composition. Similar discomfort is described by pre-service teachers participating in Writing Methods courses: two trainees in Morgan's (2010) study, for example, reported wanting to cry at the thought of sharing their writing with the class. Cremin and Baker (2010) further observed the emotional struggle experienced by teachers when composing in the classroom and the conflict participants felt between their identities as writer-teachers and teacher-writers.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 52%

“…The impact of teachers who over-valued correct form, were critical, or held views about writing that conflicted with their own, was considered detrimental. The preservice teachers in Morgan's (2010) study also identified specific interactions with teachers as contributing to their sense of self as writer. Teacher comments, both negative and positive, left a lasting impression and obtaining a certain grade on a paper was the 'pivotal' point for some, informing their self-given labels as writers and serving to establish their perceived ability.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 90%

“…In relation to context, the pre-service studies tended to be single-site and the in-service studies multi-site. Professional development programmes provided the focus for 12 studies: participants were or had been engaged in NWPs Locke and Kato 2012;Whitney 2008Whitney , 2009Whyte et al 2007); other in-service programmes -Writing is Primary Baker 2010, 2014); Creativity and Writing (Cremin 2006); Teaching Writing (McKinney and Giorgis 2009); or pre-service writing methods courses (Daisey 2009;Gardner 2014;Morgan 2010;Norman and Spencer 2005).…”

Section: Data Extraction and Synthesismentioning

confidence: 99%

“…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). The self-given labels of 42 early childhood trainees ranged from 'accomplished' and 'talented' to 'struggling' and 'ashamed' (Morgan 2010).…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…The self-given labels of 42 early childhood trainees ranged from 'accomplished' and 'talented' to 'struggling' and 'ashamed' (Morgan 2010). Trainees cited grammar, spelling, punctuation, organization, creativity, sentence structure, handwriting, neatness, and vocabulary as areas of concern (Morgan 2010). By contrast, Norman and Spencer (2005) found that more pre-service teachers viewed themselves positively as writers than negatively.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

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Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

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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.

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Section: Characteristics Of Included Studiesmentioning

confidence: 52%

Section: Characteristics Of Included Studiesmentioning

confidence: 90%

Section: Data Extraction and Synthesismentioning

confidence: 99%

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

See 3 more Smart Citations

Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

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What English language in‐service teachers think, know, and do about writing instruction: Iranian teachers' stated attitudes vs. actual practice

Bozorgian,

Nemati,

Shamsi

et al. 2023

TESOL Journal

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This study explored second language (L2) in‐service teachers' (ISTs') attitudes toward writing, probed any discrepancy between their attitudes and practice, and investigated the extent to which writing skill is included in L2 classrooms compared to the other three macro skills, namely listening, speaking, and reading. To conduct this mixed‐methods study, 100 Iranian L2 ISTs who teach English in language institutes filled out a validated questionnaire on teachers' attitudes toward writing. Before filling out the questionnaire, a sample of 10 L2 ISTs was randomly selected to participate in nonparticipant observation sessions throughout a semester. They were finally invited for semi‐structured interviews. The result indicated that teachers had positive attitudes toward teaching writing. However, there was a mismatch between their stated attitudes and their actual practice—less than 3% of their class time was allotted to actual writing compared to the other three macro skills (speaking = 45%; listening = 17%; reading = 13%; writing and grammar = 14%; other activities = 11%). Furthermore, teachers reported on some factors such as insufficient payment for additional writing tasks including feedback, and lack of allotted time for writing. Implications of these findings for teachers and stakeholders are discussed further.

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