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HOW NOVICE TEACHERS DESCRIBE THEIR PREPARATION TO BE WRITING TEACHERS: A MIXED METHODS STUDY

Swineford, Dolores Ann
http://orcid.org/0000-0002-5900-4212
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595344483308093

Abstract Details

2020, Doctor of Education (Ed.D.), University of Findlay, Education.
Since 2010, current Ohio English Language Arts standards have shifted to place more emphasis on writing and writing in response to literature when compared to previous standards that focused on literature. This mixed methods study examined novice 4th-8th grade Ohio public school English teachers’ perceptions of Education Preparation Providers (EPP) related to writing as well as teachers’ self-efficacy as writers and teachers of writing as related to their EPP writing experiences. Limited research has been conducted on this population in relation to the current Ohio English Language Arts standards for writing and EPP experiences. Additionally, limited research has been conducted on the differences between the type of educator licensure related to EPP experiences related to the development of teachers’ self-efficacy as teachers of writing. Data included online survey results from 38 Ohio 4th-8th grade English teachers and seven semi-structured teacher interviews. Findings suggested that novice teachers do not distinguish between their EPP experiences and other university coursework as they prepared to be teachers of writing, that teachers do not feel adequately prepared to meet all students’ writing needs, and that explicit EPP coursework in teaching writing increases teachers’ self-efficacy as teachers of writing. This study highlights the need for EPPs to evaluate their current preparation practices for teachers of writing. EPPs also need to examine current field experience practices to ensure teacher candidates have the opportunity to demonstrate knowledge learned during EPP coursework. It is recommended that universities utilize resources outside of EPPs as an integral component of developing teachers’ self-efficacy as writers and teachers of writing.
Amanda Ochsner, Dr. (Committee Chair)
Christine Denecker, Dr. (Committee Member)
Nicole Williams, Dr. (Committee Member)
204 p.
Curriculum Development; Education; Education Policy; Higher Education; Teacher Education
self-efficacy, writing, Educator Preparation Provider, writing instruction, novice teachers, higher education policy, teacher candidates

Recommended Citations

Citations

  • Swineford, D. A. (2020). HOW NOVICE TEACHERS DESCRIBE THEIR PREPARATION TO BE WRITING TEACHERS: A MIXED METHODS STUDY [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595344483308093

    APA Style (7th edition)

  • Swineford, Dolores. HOW NOVICE TEACHERS DESCRIBE THEIR PREPARATION TO BE WRITING TEACHERS: A MIXED METHODS STUDY. 2020. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595344483308093.

    MLA Style (8th edition)

  • Swineford, Dolores. "HOW NOVICE TEACHERS DESCRIBE THEIR PREPARATION TO BE WRITING TEACHERS: A MIXED METHODS STUDY." Doctoral dissertation, University of Findlay, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595344483308093

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Findlay and OhioLINK.
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