Preservice Teachers as Writers

Abstract

This study examines 42 early childhood preservice teachers' experiences in a writing methods course. Findings indicated that preservice teachers began the class with a strong sense of themselves as writers along the good–bad writing dichotomy. Throughout their experiences in a writing methods course the preservice teachers identified four instructional strategies and experiences as helpful in developing a more positive sense of self as writer and as future writing teacher. These included reading like a writer, having similar writing experiences in class as their future students, writing regularly and having choice in topic, and designing writing mini-lessons. This study adds to the research on preservice teachers' attitudes and perceptions about writing but also extends our understanding in what specific knowledge preservice teachers name as valuable from their course experience.