Preservice teachers teach writing: Implications for teacher educators

Abstract

This study examined the perceptions of preservice teachers as they reflected upon teaching the writing process to second grade students over the course of one semester. Implications for teacher educators were identified based on the findings: Preservice teachers benefited from teaching writing on a consistent basis; preservice teachers learned and applied the course content in a highly individualistic manner suggesting that they also must be scaffolded in the learning process; and the design and organization of the field‐based experience was an influential variable in their learning. Effective components of a field‐based experience included working with a small group of students, teaching in groups of three, and receiving support and feedback from a variety of sources.

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