Teaching writing in pre-service teacher education in the spotlight: A Group Concept Mapping Study

O. Firssova, Eline Seinhorst, S.T. Stoyanov

Research output: Contribution to conferenceAbstractAcademic

Abstract

Around 50 elementary school teachers, teacher educators, writing researchers and pre-service teacher students participated in a Group Concept Mapping study on what should be taught on teaching writing in elementary school teacher education curricula. Identified priority areas are teaching writing strategies, process instruction, feedback and assessment, general pedagogical knowledge, design skills and motivation. Stakeholders are in agreement on most priority areas, although pre-service teacher students differ in the way they understand some of them. While not doubting the relevance, teacher educators experience integrating teaching writing pedagogies in teacher training curricula as a challenge.
Original languageEnglish
Publication statusPublished - 30 Aug 2018
Event16th International Conference of the EARLI Special Interest Group on Writing - University of Antwerp, Antwerp, Belgium
Duration: 29 Aug 201831 Aug 2018
Conference number: 16
https://www.uantwerpen.be/en/conferences/sig-writing-2018/

Conference

Conference16th International Conference of the EARLI Special Interest Group on Writing
Abbreviated titleSIG-Writing 2018
CountryBelgium
CityAntwerp
Period29/08/1831/08/18
Internet address

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Keywords

  • Writing
  • Teaching writing
  • Group concept mapping
  • Curriculum
  • Teacher educators
  • Primary education

Cite this

Firssova, O., Seinhorst, E., & Stoyanov, S. T. (2018). Teaching writing in pre-service teacher education in the spotlight: A Group Concept Mapping Study. Abstract from 16th International Conference of the EARLI Special Interest Group on Writing, Antwerp, Belgium.