期刊名称：Teaching/Writing: The Journal of Writing Teacher Education
出版年度：2020
卷号：9
期号：2
页码：8
出版社：Western Michigan University
摘要：The objective of this study was to examine changes in teacher candidates’ writing processes and writing quality while enrolled in a writing-enriched course that was part of a college of education’s teacher education program. Participants in the study were enrolled in an introductory middle grades course that focused on pedagogical methods in general. A modified think-aloud method was used to collect data on ten teacher candidates’ writing processes as they responded to a writing prompt, once at the beginning of the semester and then again at the end. Data examined were the final product of writing, writing processes used in real-time, and teacher candidates’ reflections on writing strategies after writing was complete. Taken together, the data showed that teacher candidates’ ability to write for a particular purpose and audience and their use evidence to back up written claims improved throughout the semester. We conclude that looking at multiple points of data – the final product of writing, writing processes, and explicitly described strategies to approach writing – to examine how teacher candidates develop as writers is a fruitful endeavour and that the writing-enriched course enhanced teacher candidates’ writing abilities.
