‘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
Authors | Wray, 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. |
Keywords | teachers in training; teacher educators; attribution theory |
Journal | Research in Teacher Education |
Research in Teacher Education | |
Journal citation | 4 (1), pp. 43-49 |
ISSN | 2047-3818 |
Year | 2014 |
Publisher | University 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 | |
20 May 2014 | |
Publication process dates | |
Deposited | 22 May 2014 |
Copyright information | © The author 2014 |
Permalink -
https://repository.uel.ac.uk/item/859y9
Download files
Explore this article
Explore this article
Editorial
Garby-Czerniawski, G. 2014. Editorial. Research in Teacher Education. 4 (1), p. 3. https://doi.org/10.15123/uel.8917qComputer programming, ICT and gender in the classroom: a male-dominated domain or a female preserve?
Morris, David and Trushell, John 2014. Computer programming, ICT and gender in the classroom: a male-dominated domain or a female preserve? Research in Teacher Education. 4 (1), pp. 4-9. https://doi.org/10.15123/uel.859y6The role of practical experience: toward an ITE signature pedagogy
Ayres, D. 2014. The role of practical experience: toward an ITE signature pedagogy. Research in Teacher Education. 4 (1), pp. 10-16. https://doi.org/10.15123/PUB.3631Early years education: are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children’s learning
Theodotou, E. 2014. Early years education: are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children’s learning. Research in Teacher Education. 4 (1), pp. 17-21. https://doi.org/10.15123/uel.859y7Considering cross-phase peer mentoring in ITE: what can each party bring to the table?
Lewis, E. 2014. Considering cross-phase peer mentoring in ITE: what can each party bring to the table? Research in Teacher Education. 4 (1), pp. 22-27. https://doi.org/10.15123/uel.859y4Action research – questioning techniques in the FE sector: a qualitative study
Torbrand, Pepita 2014. Action research – questioning techniques in the FE sector: a qualitative study. Research in Teacher Education. 4 (1), pp. 28-37. https://doi.org/10.15123/uel.859y8Barriers and motivators to attaining a school-based MA in Education: a case study
Etherington, M. 2014. Barriers and motivators to attaining a school-based MA in Education: a case study. Research in Teacher Education. 4 (1), pp. 38-42. https://doi.org/10.15123/uel.859y3Book reviews
Miyata, Cathy, Gordon, Shearon, Trimmer-Platman, T. and King, Grant 2014. Book reviews. Research in Teacher Education. 4 (1), pp. 50-54.187
total views122
total downloads0
views this month0
downloads this month