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Informed Teaching Through Design and Reflection: Pre-Service Teachers' Multimodal Writing History MemoirsJanuary 2020 (has links)
abstract: While the literacy narrative genre has been studied in first-year composition and methods of teaching courses, investigations of the literacy narrative as a multimodal project for pre-service teachers (PSTs) of English Language Arts remain scarce. This research shares a qualitative classroom-based case study that focuses on a literacy narrative project, redesigned as a Multimodal Writing History Memoir (see Appendix 1), the first assignment in a required writing methods course in a teacher training program for English Language Arts (ELA) teachers at a large public university in the southwest. The study took place during the fall semester of 2019 with 15 ELA undergraduate pre-service English Education or Secondary Education majors. The study described here examined the implementation and outcomes of the multimodal writing history memoir with goals of better understanding how ELA PSTs design and compose multimodally, of understanding the topics and content they included in their memoirs, to discover how this project reflected PSTs’ ideas about teaching writing in their future classrooms. The memoir project invited pre-service teachers to infuse written, audio, and visual text while making use of at least four different mediums of their choice. Through combined theoretical frames, I explored semiotics, as well as pre-service teachers’ use of multiliteracies as they examined their conceptions of what it means to compose. In this qualitative analysis, I collected students’ memoirs and writing samples associated with the assignment, a demographics survey, and individual mid-semester interviews. The writing activities associated with the memoir included a series of quick writes (Kittle, 2009), responses to questions about writing and teachers’ responsibilities when it comes to teaching composition, and letters students wrote to one another during a peer review workshop. Additionally, my final data source included the handwritten notes I took during the presentations students gave to share their memoirs. Some discoveries I made center on the nuanced impact of acts of personal writing for PSTs, some of the specific teaching strategies and areas of teaching focus participants relayed, and specifically, how participants worked with and thought about teaching multimodal composition. / Dissertation/Thesis / Doctoral Dissertation English 2020
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Unpacking Writer Identity: How Beliefs and Practices Inform Writing InstructionDavid Premont (10223858) 12 March 2021 (has links)
The purpose of this
study is to explore the writer identity of four preservice teachers from a
large midwestern University. I utilized the narrative inquiry methodology. I
interviewed participants four times: Once in January 2019, January 2020, March
2020, and May 2020. I also asked participants to submit a visual metaphor and
reflection. Additionally, I observed participants teach in the secondary
classroom. Primarily, the findings reveal that participant writer identities
largely influence their secondary writing pedagogy. The findings also indicate
that participant writer identities were strongly influenced by their k-12
English teachers. Lastly, the findings suggest that participants experienced
trouble navigating tensions in writing instruction. The implications suggest
that teacher educators can highlight identity work in teacher education courses
to strengthen writer identity. Similarly, I recommend in the Implications section
that teacher educators design activities to strengthen preservice teachers’ writer
identities so they can strengthen the writer identity of future secondary
students. The implications also underscore how teacher educators can highlight
the tensions that preservice teachers may encounter as a secondary writing
instructor, and how to navigate such tension. This study complements the
research on writing teacher education and provides new possibilities to
effectively prepare writing instructors.
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Rhetorical Embodied Performance in/as Writing Instruction: Practicing Identity and Lived Experience in TA EducationMoreland, Kelly A. 08 May 2019 (has links)
No description available.
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