ERIC Number: EJ1428556
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
Writing Stories to Live By: A Narrative Inquiry of Writing Teacher Persona Development
Stephanie M. Moody; Bethany M. Rice; Maggie Rink
Teacher Educator, v59 n3 p361-379 2024
The writing instruction preparation problem is complex and composed of a series of mutually reinforcing issues that are rarely ameliorated in teacher education programs (TEPs). Preservice teachers (PSTs) must critically examine their own writing experiences and instruction; however, such opportunities are not typically present in TEPs. This narrative inquiry describes the experiences of one PST, Millie, over the course of several semesters, as she participated in various experiences with writing, to investigate the development of her writing teacher persona. Millie shared her 'stories to live by' as a college writing student, college writing tutor, and a student teacher. Millie's stories reflect her evolving understanding of writing pedagogy as a result of her experiences, as well as the tensions she experienced in enacting and developing her writing teacher persona. Implications for storytelling as critical reflection within TEPs, as well as writing teacher development, are provided.
Descriptors: Preservice Teacher Education, Preservice Teachers, Writing (Composition), Writing Instruction, Writing Improvement, Writing Attitudes, Writing Achievement, Student Development
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A