A Study of Teacher Candidates’ Changing Perceptions of Confidence within Writing-Focused Methods Courses

Authors

Kelly N. Tracy, Western Carolina UniversityFollow
Roya Q. Scales, Western Carolina UniversityFollow
Joy Myers, James Madison UniversityFollow
David Scales, Western Carolina UniversityFollow
Sonia M. Kline, Illinois State UniversityFollow
Amanda Wall, Georgia Southern UniversityFollow
Chinwe Ikpeze, St. John Fisher UniversityFollow
Jenn Raskauskas, West Chester UniversityFollow
Vicki McQuitty, Towson UniversityFollow
Grace Y. Kang, Illinois State UniversityFollow
Linda D. Smetana, California State University - East BayFollow

Abstract

This convergent mixed methods study explores changes in teacher candidates’ perceptions of confidence in themselves as writers and writing teachers after completing a writing-focused methods course. Quantitative results indicate that 80% of candidates felt confident or extremely confident as a writer, and most participants (nearly 79%) grew in their confidence to teach writing by the end of their methods course. Qualitative data indicate that candidates’ writing skills influenced how they perceived themselves as writers and that definitions of writing and being a writer vary. The results provide areas of consideration for improving writing pedagogy in teacher preparation and beyond.

Recommended Citation

Tracy, Kelly N.; Scales, Roya Q.; Myers, Joy; Scales, David; Kline, Sonia M.; Wall, Amanda; Ikpeze, Chinwe; Raskauskas, Jenn; McQuitty, Vicki; Kang, Grace Y.; and Smetana, Linda D. (2024) "A Study of Teacher Candidates’ Changing Perceptions of Confidence within Writing-Focused Methods Courses," Literacy Practice and Research: Vol. 49: No. 1, Article 4.
Available at: https://digitalcommons.fiu.edu/lpr/vol49/iss1/4