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

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

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 language	English
Publication status	Published - 30 Aug 2018
Event	16th International Conference of the EARLI Special Interest Group on Writing - University of Antwerp, Antwerp, Belgium Duration: 29 Aug 2018 → 31 Aug 2018 Conference number: 16 https://www.uantwerpen.be/en/conferences/sig-writing-2018/

Conference

Conference	16th International Conference of the EARLI Special Interest Group on Writing
Abbreviated title	SIG-Writing 2018
Country/Territory	Belgium
City	Antwerp
Period	29/08/18 → 31/08/18
Internet address	https://www.uantwerpen.be/en/conferences/sig-writing-2018/

Keywords

Writing
Teaching writing
Group concept mapping
Curriculum
Teacher educators
Primary education

Cite this

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

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.",

keywords = "Writing, Teaching writing, Group concept mapping, Curriculum, Teacher educators, Primary education",

author = "O. Firssova and Eline Seinhorst and S.T. Stoyanov",

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day = "30",

language = "English",

note = "16th International Conference of the EARLI Special Interest Group on Writing, SIG-Writing 2018 ; Conference date: 29-08-2018 Through 31-08-2018",

url = "https://www.uantwerpen.be/en/conferences/sig-writing-2018/",

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TY - CONF

T1 - Teaching writing in pre-service teacher education in the spotlight

T2 - 16th International Conference of the EARLI Special Interest Group on Writing

AU - Firssova, O.

AU - Seinhorst, Eline

AU - Stoyanov, S.T.

N1 - Conference code: 16

PY - 2018/8/30

Y1 - 2018/8/30

N2 - 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.

AB - 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.

KW - Writing

KW - Teaching writing

KW - Group concept mapping

KW - Curriculum

KW - Teacher educators

KW - Primary education

UR - https://www.youtube.com/watch?v=8sZt6DJVSFA&feature=youtu.be

M3 - Abstract

Y2 - 29 August 2018 through 31 August 2018

ER -

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

Abstract

Conference

Keywords

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