Verba Volant, Scripta Manent: Writing Habits of Pre-Service Elementary Teachers

Autor/inn/en	Guner-Ozer, Mediha; Belet Boyac, S. Dilek
Titel	Verba Volant, Scripta Manent: Writing Habits of Pre-Service Elementary Teachers
Quelle	In: Eurasian Journal of Educational Research, (2020) 90, S.159-184 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Guner-Ozer, Mediha) ORCID (Belet Boyac, S. Dilek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Preservice Teachers; Elementary School Teachers; Writing (Composition); Behavior Patterns; Writing Skills; Gender Differences; Academic Achievement; Age Differences + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schreibübung; Writing skill; Schreibfertigkeit; Geschlechterkonflikt; Schulleistung; Age; Difference; Age difference; Altersunterschied
Abstract	Purpose: Writing is the most challenging language skill that is acquired the last. Previous studies demonstrated that problems had been experienced in the acquisition of writing skills and habit at the all educational levels. Thus, elementary teachers and pre-service elementary teachers have significant responsibility in the acquisition of writing skills and transformation of these skills into a habit. The present study aims to examine what pre-service elementary teachers' writing habits are like. Research Methods: This research featured 374 pre-service elementary teachers and was based around an explanatory-sequential mixed-method design. About the qualitative portion of this study, seven students are currently doing their practicums in a fourth-grade setting. The data were collected using a "writing habit scale" and a semi-structured interview form. A combination of descriptive and predictive statistics was used, alongside content analysis to analyze all of the quantitative and qualitative data, respectively. Findings: The findings revealed that the pre-service elementary teachers frequently applied spelling and punctuation rules and consider themselves decent writers. They also occasionally used writing as a means of communication and employ writing strategies; however, very few write for creative purposes. The qualitative findings, on the other hand, showed that the pre-service elementary teachers faced certain obstacles and difficulties regarding the actual process of writing. Implications for Research and Practice: The findings obtained in this study suggest that pre-service elementary teachers mostly write within the context of learning and social communication and that they face setbacks when it comes to being able to write in more formal communicative and creative contexts. What can, thus, be concluded is that pre-service elementary teachers ought to receive formal training in writing as well as be encouraged to write. [This study was presented orally at the "8th International Eurasian Educational Research Congress" in Ankara in June of 2019.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01