Abstract

This explanatory sequential mixed methods study was guided by two questions: (1) does the quality of preservice teachers' writing improve over the course of one semester and (2) in what ways do two teacher educators' writing instruction affect preservice teachers' quality of writing within the timeframe of a single methods course? The Wilcoxon signed-rank test was used to test for statistically significant differences in the writing quality of 48 preservice teachers. Participant writing samples were collected before and after taking a single writing methods course. The criteria used to measure the writing quality was the 6 + 1 Writing traits: ideas, voice, word choice, sentence fluency, conventions, and presentation. Semi-structured interview verbatim transcripts were collected using an online recording and transcription application. Additionally, observations of teaching and field notes were used. These data were collected to better understand which instructional strategies for teaching writing were used in an attempt to improve preservice teacher writing quality. Quantitative results showed a 1.46 increase between the pre sample mean (50.27) and the post sample mean (51.73). This was not considered a statistically significant difference as reported by the Wilcoxon signed-rank test (z = 1.15, p =.252). The qualitative analysis found the presence of six research-supported writing pedagogies: modeled writing, choice in writing topic, extensive opportunities to write, explicit instruction in the writing process, providing feedback, and engaging in genre specific writing strategies. Inductive codes such as experience, collaboration, and mentoring were also present and collapsed into themes. The results did not yield a statistically significant difference in the quality of writing produced by the preservice teachers over the course of one semester. This study may help teacher educators and those responsible for teacher preparation program writing instruction to provide different ways to increase writing quality of preservice teachers. The findings may also guide future research on which teacher educator instructional strategies should focus for improving preservice teacher writing quality.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Gelfuso, Andrea

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0008146; DP0023484

URL

https://purls.library.ucf.edu/go/DP0023484

Language

English

Release Date

August 2020

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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