Living in, Learning from, Looking Back, Breaking through in the English Language Arts Methods Course: A Case Study of Two Preservice Teachers

Autor/in	Stockinger, Pamela Crosslin
Titel	Living in, Learning from, Looking Back, Breaking through in the English Language Arts Methods Course: A Case Study of Two Preservice Teachers
Quelle	In: English Education, 39 (2007) 3, S.201-225 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Writing Teachers; Preservice Teachers; Methods Courses; Preservice Teacher Education; Language Arts; Case Studies; Writing Instruction; Higher Education; Elementary School Students; Field Experience Programs; Self Concept; Beliefs; Attitude Change; Teacher Attitudes; Influences; Constructivism (Learning); Teacher Educators; Data Analysis; Student Journals; Protocol Materials; Literacy; Teacher Background; Educational Environment; Teaching Methods; Writing Research + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Sprachkultur; Case study; Fallstudie; Case Study; Schreibunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Praxisnahes Lernen; Selbstkonzept; Belief; Glaube; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Teacher education; Education; Lehrerbildung; Auswertung; Studentenzeitung; Unterrichtsprotokoll; Alphabetisierung; Schreib- und Lesefähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibforschung
Abstract	Preservice teachers often enter English language arts teacher preparation courses with untapped fears of writing and teaching writing due to null or bad experiences as K-12 students. In this article, I follow two preservice elementary teachers through a semester long methods course and reveal how they developed positive, clear images of themselves as writing teachers through active reflection and engagement in the course. The course included authentic writing experiences, extensive modeling of writing by me, the instructor, peer group discussions, extensive opportunities for reflection, and a thirty hour field component in a local elementary school wherein they worked with small groups of elementary writers. Authentic experience, opportunities to reflect on experiences, exposure to writing and writers, opportunities to plan and implement writing instruction in the field, and opportunities to engage in peer dialogue supported the formation of identities as future writing teachers. I discuss the findings of this study as evidence for the need to develop teacher education programs that provide opportunities for preservice teachers to examine prior and developing beliefs within the context of the university classroom and the field setting. The study crosses the boundaries of early childhood, elementary, and secondary English language arts teacher preparation. (Contains 2 figures.) (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10