Abstract
Student-Teachers' Comments' Type on Children's Writing: Practices and Perceptions of their Role as Writing Facilitators
Abstract
This study examines how student-teachers in the final stage of their teacher education program, perceive the role of feedback and how they write feedback on children's writing. Towards this end, student-teachers wrote compositions, answered a questionnaire, and wrote feedback on compositions written by 6th grade students. 10 student-teachers were also interviewed. Findings are that student-teachers perceive writing as a functional and technical process; they mainly edited the texts, they did not relate to the content, and were critical towards the expression of feelings and opinions in the children's compositions. These findings contradict their stated preferred roles which are motivating students and promoting rewriting.
These results are discussed from two perspectives: the tension between "ideal text" concept and the purpose of writing feedback; and feedback writing as self-assessment tool in teacher education.
Recommended Citation
Sayag- Cohen, Esther; Asaf, Merav; and Nathan, Nurit
(2013)
"Student-Teachers' Comments' Type on Children's Writing: Practices and Perceptions of their Role as Writing Facilitators,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2:
Iss.
2, Article 7.
Available at:
https://scholarworks.wmich.edu/wte/vol2/iss2/7
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