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Preservice Teachers as Writers: Find...

Hodgins, Ann.

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Preservice Teachers as Writers: Finding a Writing Identity Through Visual Imagery, Discourse, and Reflective Journaling.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Preservice Teachers as Writers: Finding a Writing Identity Through Visual Imagery, Discourse, and Reflective Journaling./
作者:	Hodgins, Ann.
面頁冊數:	108 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619381
ISBN:	9781303884016

Preservice Teachers as Writers: Finding a Writing Identity Through Visual Imagery, Discourse, and Reflective Journaling.
Hodgins, Ann.

Preservice Teachers as Writers: Finding a Writing Identity Through Visual Imagery, Discourse, and Reflective Journaling. - 108 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2014.

This item must not be sold to any third party vendors.

Past experiences influence how teachers identify as teachers, writers, and teachers of writing and impacts what they do in their classrooms, including their motivation and effectiveness in teaching writing. When teachers fail to identify as writers, they tend to spend less time teaching writing and may find it difficult to model a genuine passion and love for writing. Because of this, it is important to address the writing identities of preservice teachers before they enter their own classrooms.

ISBN: 9781303884016Subjects--Topical Terms:

3172312
Teacher education.

Preservice Teachers as Writers: Finding a Writing Identity Through Visual Imagery, Discourse, and Reflective Journaling.
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245 1 0 $a Preservice Teachers as Writers: Finding a Writing Identity Through Visual Imagery, Discourse, and Reflective Journaling.
300 $a 108 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Debby Zambo.
502 $a Thesis (Ed.D.)--Arizona State University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Past experiences influence how teachers identify as teachers, writers, and teachers of writing and impacts what they do in their classrooms, including their motivation and effectiveness in teaching writing. When teachers fail to identify as writers, they tend to spend less time teaching writing and may find it difficult to model a genuine passion and love for writing. Because of this, it is important to address the writing identities of preservice teachers before they enter their own classrooms.
520 $a The purpose of this mixed methods study was to investigate and address preservice teachers' identities as teachers, writers, and teachers of writing using an adaptation of a visual literacy strategy known as full circling. Quantitative data were collected through a pre- and post Teacher/Writer Identity Survey and qualitative data were collected through classroom discourse transcripts, student reflective journals, field notes, and the researcher's reflective journal. Data analysis included a t-test comparison of pre- and post survey results and open and axial coding of qualitative data to establish major themes from emerging codes.
520 $a The following conclusions were derived from the data: a) past experiences in writing affected the writing identities of the preservice teachers in the study; b) the full circling process provided a means for the preservice teachers to build knowledge on the traits and skills of effective teachers, writers, and teachers of writing; and, c) through full circling the preservice teachers demonstrated shifts in their identities as teachers, writers, and teachers of writing. Findings provided evidence that using a full circling strategy assisted preservice teachers in uncovering their identities as teachers, writers, and teachers of writing.
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