‘I was never much good at writing’: trainee teachers’ attributions in writing

Article


Wray, David 2014. ‘I was never much good at writing’: trainee teachers’ attributions in writing. Research in Teacher Education. 4 (1), pp. 43-49. https://doi.org/10.15123/uel.859y9
AuthorsWray, David
Abstract

It might be thought that, in order to successfully teach a skill or process to others, teachers would need to be fairly competent in that process themselves, and fairly confident in their competence. There is evidence, however, that, in the case of the teaching of writing, this may not actually be true. This article explores some of the background to this problem and reports an investigation into the self-perceived competence in writing of teachers in training. It goes on to argue that, in the attributions these young teachers make about their success or failure in writing, there are important implications for the teaching and development of writing.

Keywordsteachers in training; teacher educators; attribution theory
JournalResearch in Teacher Education
Research in Teacher Education
Journal citation4 (1), pp. 43-49
ISSN2047-3818
Year2014
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.859y9
Publication dates
Print20 May 2014
Publication process dates
Deposited22 May 2014
Copyright information© The author 2014
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