abstract: This mixed methods study explores the work of five small writing communities formed within a university-based preservice English language arts writing methods course. Fifteen preservice English language arts teachers took part in the study and participated across five peer writing groups. The study shares the instructional design of the course as well as the writing activities and practices that took place within the groups over the course of one 15-week semester. The study draws on Wenger’s (1998, 2009) theory of communities of practice as well as activity theory (Engeström,1999, 2001; Russell, 1997) to understand the social supports, practices, and learning activities that assisted these preservice teachers as writers and as teachers of writing. The qualitative data included writing surveys, writing samples, and participant interviews as well as pre and post writing self-efficacy surveys as quantitative data. This study documents the affordances and constraints of peer writing groups in methods courses for preservice English language arts teachers and how these groups may influence their identities and practices as writers and as teachers of writing. These findings provide insight into ways we might strengthen the preparation of English language arts preservice teachers as teachers of writing and build communities of practice within preservice training courses and programs. / Dissertation/Thesis / Doctoral Dissertation English 2019
| Identifer | oai:union.ndltd.org:asu.edu/item:53602 |
| Date | January 2019 |
| Contributors | Alford, Katie (Author), Singer-Early, Jessica (Advisor), Whitney, Anne (Committee member), Rose, Shirley (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 171 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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