Abstract
This study examined the effect of an online graduate course in elementary and middle grades writing pedagogy on pre- and in-service teachers’ perceptions of themselves as writers and as teachers of writing. Eight graduate students enrolled in a summer online writing pedagogy course at a mid-sized regional university in the rural mountains of the southeastern United States participated in the study. Researchers collected qualitative data including reflections and blogs at the beginning and end of the 4.5-week course. Findings fell into four major themes in the data: (1)Past experience shapes perceptions of writing; (2)Perceptions shape writing instruction; (3)Perceptions are malleable; and, (4) Course design impacts students' perceptions. We describe each of the four themes and give implications of our findings, including the need for further research on how the online format affects perceptions of writing and writing instruction.
Recommended Citation
Tracy, Kelly N.; Scales, Roya Q.; and Luke, Nancy
(2014)
"Writing and Learning Online: Graduate Students’ Perceptions of Their Development as Writers and Teachers of Writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 3:
Iss.
1, Article 9.
Available at:
https://scholarworks.wmich.edu/wte/vol3/iss1/9
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons