Date
10-2015
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Deanna L. Keith
Keywords
preservice teachers, preservice teacher writing methodology course, preservice teaching programs, self-efficacy, writing, writing workshop
Disciplines
Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods
Recommended Citation
Dace, Kallen, "Preservice Elementary Teachers' Self-Efficacy for Teaching Writing: A Phenomenological Study" (2015). Doctoral Dissertations and Projects. 1076.
https://digitalcommons.liberty.edu/doctoral/1076
Abstract
The purpose of this phenomenological study was to explore the self-efficacy of teaching writing for elementary preservice teachers at a small private university in southern Missouri. Preservice elementary teachers’ self-efficacy for teaching writing was defined as the level of confidence preservice teachers possess in their ability to effectively teach writing to elementary students. This study explored how the preservice teacher participants viewed their self-efficacy as writers and their experiences as writers in both kindergarten through twelfth grade education and higher education. Additionally, the study explored how the writing experiences of these preservice elementary teachers shaped how they might teach writing in their first elementary teaching position. The following research questions were explored through this study: how do preservice elementary teachers describe their self-efficacy as teachers of writing, how do preservice elementary teachers describe their self-efficacy as writers, and how do preservice elementary teachers describe their preparedness for teaching writing after completing their university writing methodology courses? For the purpose of this study, the elementary teaching population was bound by grades third through sixth, because the literature revealed a gap in research with this population of elementary teachers. The researcher utilized participant writing prompts, Hoy and Woolfolk’s Teacher Efficacy Scale, cognitive representations, and individual interviews to discover common themes in the data. The results of this study surfaced two themes: enhancers of self-efficacy as writers and teachers of writing and detractors of self-efficacy as writers and teachers of writing.
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons
