Writing Identities and Writing Instruction: An Investigation of Elementary Education Teacher Candidates’ Self-Efficacy and Knowledge Development Related to Writing Instruction

Abstract

The purpose of this dissertation study is to determine what knowledge elementary teacher candidates (TCs) have about K–6 writing instruction before taking a revised language arts methods course, how TCs’ knowledge of K–6 students’ writing development and effective writing instruction can be enhanced in the language arts methods course that includes field experiences, and how TCs’ self-efficacy develops as a result of new knowledge and experiences in the revised course. Literacy research has largely focused on the scholarship and pedagogy of reading, leaving writing as an area of need for stronger TC preparation. Writing is a crucial skill that K–6 students must develop to obtain success in school, life, and employment, making it imperative for TCs to be effectively prepared to provide high quality instruction. This would entail preparing a strong basis in the theoretical and practical knowledge needed to teach well while also supporting positive self-efficacy in writing instruction.A mixed-methods case study design was implemented to address a literature gap by analyzing TCs’ writing instruction that elementary educators received during coursework at one major research institution. Two literacy courses were examined and how a revised curriculum in the second class—a language arts course—increased TCs’ writing instruction pedagogy knowledge and self-efficacy. Research questions guided data collection through syllabi review, questionnaire responses, interview transcripts, pre- and post-surveys, observations, and coursework documents or artifacts, that were analyzed by coding and developing cross-case analysis. Study results indicated that TCs benefitted from explicit instruction on K–6 writing development and pedagogy. These instructional practices included instructors providing opportunities for TCs to engage in the Teacher Education by Design (TEDD) learning cycle of introducing, preparing, enacting, and analyzing writing lessons they create for K–6 learners. Engaging in this cycle supported TCs’ writing instruction self-efficacy. Additionally, providing space for TCs to engage in their own writing for a variety of purposes supported the development of their writing identities and deepened their understanding of writing instruction. Supporting TCs as they learn to reflect when planning and enacting writing lessons with K–6 learners also helped to deepen these novice teachers’ understanding of writing development and pedagogy.