Our Lives as Writers: Examining Preservice Teachers' Experiences and Beliefs about the Nature of Writing and Writing Instruction.

Abstract

The ability to communicate through writing is central to school success and is essential for successful participation in the workplace and in a democratic society. Yet the quality of student writing in the United States continues to be of concern to educators and policymakers. The latest results from the National Assessment of Education Progress (NEAP) report card on writing indicate that in 2002, only 23% of the nation's fourth graders and 31% of the nation's eighth graders scored as proficient in writing (National Center for Educational Statistics, 2002). In addition, a recent report from the National Commission on Writing in America's Schools and Colleges (2003) argues that school reforms have not given adequate attention to writing and recommends, for one, improvements in teacher education in writing across all disciplines. Despite such widespread concerns about writing proficiency, very few states require specific coursework in writing for teacher certification. In general, the emphasis in literacy instruction is on reading, with knowledge of writing pedagogy embedded within reading competency requirements for teachers. While research supports the integration of writing and reading (Wharton- McDonald, Pressley, & Hampston, 1998), there is a great disparity in competency expectations and coursework emphasis between reading and writing (National Writing Project & Nagin, 2003). Thus, although there is much research in writing and writing instruction, the information may not be being sufficiently disseminated to preservice teachers in their certification programs. In California where we teach, for example, the majority of preservice teachers complete their teacher training in a one-year, post baccalaureate program. While state certification standards and assessments for preservice teachers acknowledge the importance of writing in learning, the emphasis is placed on the knowledge that teachers need to be effective teachers of reading. Therefore, preservice teachers generally receive much more instruction in reading theory and practice than in writing. When they enter teacher education programs, teaching candidates have had numerous opportunities to write both in and out of school and have been exposed to a range of pedagogical approaches to the teaching of writing. These experiences have not only shaped their skills as writers and their attitudes toward writing, but also their beliefs and values about the very nature of writing, writing development, and writing instruction. From a sociocognitive perspective (Bakhtin, 1981; Vygotsky, 1978), learning is influenced by the values, beliefs, and experiences that exist within the larger community. Thus, the twelve or more years of educational experience that preservice teachers bring into their professional preparation programs have formed their beliefs and values about teaching and learning. From the students' vantage point, they have observed, critiqued, and appropriated the ways of knowing, doing, and being (Lave & Wenger, 1991; Lortie, 1975; Rogoff, 1990). Evidence suggests that even if these belief systems are implicit, they serve to filter new information as candidates attempt to make sense of curricula that may or may not mirror their personal experiences. If beliefs remain unexamined, new learning afforded by preparation courses may not influence their views or be applied to teaching contexts (Britzman, 1986; Lortie, 1975). Thus, preservice teachers' histories influence what and how they learn in formal coursework (Hollingsworth, 1989; Kagan, 1992; Knowles & Holt-Reynolds, 1991; Pajares, 1992) and the pedagogical decisions they make in the classroom (Clark & Peterson, 1986). Since instruction in writing theory and pedagogy for preservice teachers is often limited, it is essential that teacher educators provide learning experiences that are supported by research in effective teacher preparation and make maximum impact in the time available. …

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