The purpose of this study is to examine how Jacob (pseudonyms are used), a preservice teacher, understood and implemented writing instruction during an early field experience and then again during his student teaching placement. This study contributes to the literature suggesting that the context where the teaching occurs significantly influences preservice or novice teachers’ instructional decision-making. Examining how Jacob appropriated conceptual and pedagogical tools during his early field experience with his implementation, or lack of, at his student teaching site, deepens the field’s understanding of how context influences instructional decisions and how preservice teachers may hold on to certain beliefs even when not consistent with the context.
"Learning to Teach Writing Across Contexts,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 8
, Article 4.
Available at: https://scholarworks.wmich.edu/wte/vol8/iss1/4