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Pre-Service Teachers' Attitudes about Writing and Learning to Teach Writing: Implications for Teacher Educators.
| Content Provider | Semantic Scholar |
|---|---|
| Copyright Year | 2003 |
| Abstract | The relationship between attitude and the practice of teaching writing among preservice teachers is an important consideration for a number of reasons. Perhaps most significantly, these students will soon be responsible for teaching writing in schools where superior writing instruction is needed. The need for improving the effectiveness of future writing teachers is underscored by a recent evaluation by the National Assessment of Educational Progress (NAEP), which indicated that only half of the students in grades 4, 8, and 12 in the United States are able to write adequate responses to informative, persuasive, or narrative writing tasks (Chambless & Bass, 1995). The NAEP report also reveals that students generally receive little writing instruction. Furthermore, work by Lucas (1993) indicates that writing process is not as well established in the United States as advocates ■■■■■■■ might have hoped (Chambless & Bass, 1995; Street, Chris Street is an 1999, 2002). Therefore, it seems that greater efforts assistant professor in the should be "given to the professional development of Department of teachers who will be expected to guide students' Secondary Education at writing" (Chambless & Bass, 1995, p. 153). California State Certainly in any profession there are "certain sets University, Fullerton, of attitudes essential to the effective conduct of that Fullerton, California. profession" (NCTE, 1996, p. 10). Since research |
| Starting Page | 33 |
| Ending Page | 50 |
| Page Count | 18 |
| File Format | PDF HTM / HTML |
| Volume Number | 30 |
| Alternate Webpage(s) | http://files.eric.ed.gov/fulltext/EJ852363.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
