Abstract
High-quality academic writing is critical to student success in graduate-level education courses and professional advancement in our field. The Embedded Scaffolded Writing Mini-Course (TESWMC) was designed to both improve teacher candidates’ skills in writing critically and effectively and to positively influence teacher candidates’ attitudes towards writing. The 7-week mini-course was taught by the teacher educator/researcher as a “push-in” into a semester-long graduate Education course. The mini-course also served as a pilot study to determine its efficacy. Both quantitative and qualitative data were collected and analyzed. Data revealed that teacher candidates reported that their writing skills and attitudes towards writing improved. Teacher candidates reported learning new skills, such as time management and organizational skills, and strategies, such as chunking. They reported also gaining self-awareness and confidence in writing. Implications for writing instructors include the need to scaffold the writing process and provide strategies, the need to encourage revision and writing for an authentic audience, and the need to reflect on writing.
Recommended Citation
Giouroukakis, Vicky Ph.D. and Bocca, Laurie
(2024)
"The Embedded Scaffolded Writing Mini-Course (TESWMC): An Approach to Improve Teacher Candidates’ Writing Skills and Attitudes,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 12:
Iss.
1, Article 2.
Available at:
https://scholarworks.wmich.edu/wte/vol12/iss1/2
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