The Use of Conceptual and Pedagogical Tools as Mediators of Preservice Teachers’ Perceptions of Self as Writers and Future Teachers of Writing

Abstract

This study examined a writing methods course for early childhood preservice teachers (PSTs). Addressing the concerns for the teaching of writing, the course sought to engage PSTs in learning designed to create cognitive shifts concerning their perceptions about writing. The goal of the study was to analyze how a writing methods course mediated PSTs’ knowledge of the tools necessary for them to be successful teachers of writing and how PSTs’ development as teachers of writing changed. Activity theory was employed as the analytic lens addressing the social context of learning and content knowledge acquisition. Data included course writing and responses to open-ended reflective essay items (N = 258). Findings include the utility of conceptual and pedagogical tools to develop PSTs’ understandings of writing and the ways teaching decisions can be developed. Additional findings address shifts in PSTs’ thinking about themselves as writers and future teachers of writing.