Both teacher candidates (TCs) and practicing teachers are asked to engage in personal writing experiences as means of learning about writing instruction. Yet, research on the relationship between writing and teaching writing provides variable, sometimes contradictory, results. This study investigated the relationship between TCs’ experiences writing a personal narrative in an undergraduate teacher education course and how they read and respond to a second grader’s personal narrative. Results indicate that, initially, many TCs did not draw on their writing experiences to inform how they analyzed, interpreted, and responded to the student’s composition. However, when specifically prompted to think about their writing experiences in the course, 89% were able to notice features in the child’s writing that they had learned to include in their own writing. The authors offer a theoretical framework to explain the results and argue that the framework could be used to guide writing teacher educators as they design writing experiences for teacher candidates. This study provides insights into teachers as writers and how writing experiences impact teachers candidates’ writing pedagogy.
McQuitty, Vicki and Ballock, Ellen
"Teacher Candidates as Writers: What is the Relationship Between Writing Experiences and Pedagogical Practice,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 8
, Article 5.
Available at: https://scholarworks.wmich.edu/wte/vol8/iss1/5