The Best of the Humanities Award
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University
Shawnee State University
Major
AYA English Language Arts
Presentation Types
Oral Presentation
Keywords:
writing attitudes, writing pedagogy, pre-service teachers, composition
Abstract
The paper “Pre-Service Teacher Experiences with Writing: the Good, Bad, and Unsaid” provides a qualitative study of AYA English Language Arts pre-service teacher experiences with writing. This research uses primary sources in the form of interviews with four AYA English Language Arts pre-service teachers in addition to substantial background research on existing data surrounding writing experiences. The findings of this study highlight notable trends of value and nonvalue in pre-service teacher experiences with writing. Sub-categories emerged from the value and nonvalue containers to reveal recurring topics of the value of instructor feedback and writing agency, as well as the nonvalue of experiencing dread and apathy while writing. In short, the results of this study illustrate the importance of future research in pre-service teacher experiences with writing to support the next generation of educators and writing instructors.
Human Subjects
yes
IRB Approval
yes
Faculty Mentor Name
Marc Scott
Faculty Mentor Title
Doctor
Faculty Mentor Academic Department
English and Humanities
Second Faculty Mentor
NA
Second Faculty Mentor Title
NA
Recommended Citation
Smith, Bethany, "Pre-Service Teacher Experiences with Writing: the Good, Bad, and Unsaid" (2023). Celebration of Scholarship. 6.
https://digitalcommons.shawnee.edu/cos/2023/humanities/6
Pre-Service Teacher Experiences with Writing: the Good, Bad, and Unsaid
The paper “Pre-Service Teacher Experiences with Writing: the Good, Bad, and Unsaid” provides a qualitative study of AYA English Language Arts pre-service teacher experiences with writing. This research uses primary sources in the form of interviews with four AYA English Language Arts pre-service teachers in addition to substantial background research on existing data surrounding writing experiences. The findings of this study highlight notable trends of value and nonvalue in pre-service teacher experiences with writing. Sub-categories emerged from the value and nonvalue containers to reveal recurring topics of the value of instructor feedback and writing agency, as well as the nonvalue of experiencing dread and apathy while writing. In short, the results of this study illustrate the importance of future research in pre-service teacher experiences with writing to support the next generation of educators and writing instructors.