International Journal of Language & Linguistics

ISSN 2374-8850 (Print), 2374-8869 (Online)

Strategy Instruction in the Teaching of Writing: Preserves Teachers’ Self-Perception of Their Writing and Their Practice of Teaching Writing
Chhanda Islam, Ph.D.

Abstract
The purpose of this paper is to discuss the findings of a study that explored elementary pre-service teachers’ attitudes toward writing, their perceived competency as writers, and the extent to which these attitudes and perceptions changed after 16 weeks of research-based professional training. Forty-one participants who were enrolled in an undergraduate literacy methods course were taught to implement components of writing emphasized by the Common Core State Standards through modeling strategies. The researcher collected qualitative and quantitative data using a reflective journal at the beginning of the semester and a survey instrument at the end of the semester to determine if pre-service teachers’ attitudes and perceptions changed after the research-based professional training. Findings revealed that pre-service teachers’ attitudes about writing were linked to how well prepared they were for applying writing strategies and whether they felt competent to teach writing to elementary students. Overall, the teacher candidates found value in the professional training, reporting that the methods course helped them feel confident in teaching the Common Core Writing Standards.

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