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Examining shifts in preservice teachers' beliefs and attitudes toward writing instruction

Resource Type: Reports & Papers
Author(s): Hall, Anna H.
Date Issued: April-June 2016
Description: The purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers' (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for instruction. The findings revealed that a course focused primarily on preparing PSTs to teach writing can influence PSTs' definitions of writing, the importance they place on writing instruction, their self-efficacy related to teaching writing, and their tools for instruction. (author abstract)
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Journal Title: Journal of Early Childhood Teacher Education
Volume Number: 37
Issue Number: 2
Page Range: 142-156
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Child Care & Early Education Provider Workforce > Education, Certification, & Credentialing
Country: United States
ISSN: 1745-5642 Online
1090-1027 Paper
Peer Reviewed: yes
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