‘I was never much good at writing’: trainee teachers’ attributions in writing
Wray, David 2014. ‘I was never much good at writing’: trainee teachers’ attributions in writing. Research in Teacher Education. 4 (1), pp. 43-49.
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.
|Keywords||teachers in training; teacher educators; attribution theory|
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||4 (1), pp. 43-49|
|Publisher||University of East London, Cass School of Education and Communities|
|20 May 2014|
|Publication process dates|
|Deposited||22 May 2014|
|Copyright information||© The author 2014|
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