Learning to Teach toward Standards-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom

Jian Wang, Sandra J. Odell

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

This article describes a case study based on data from 2 surveys and 2 retrospective interviews with 2 preservice teachers and 1 interview with their 2 mentors. All 4 teachers worked in the same classroom in a field-based, postbaccalaureate, urban teacher certification program. 1 observation was also conducted in the classroom of each preservice teacher after she began teaching. Although the preservice teachers worked with mentors who modeled standards-based writing instruction, movement toward such teaching did not occur when preservice teachers' beliefs about learning and teaching were inconsistent with mentors' beliefs. Conceptual development of 1 preservice teacher was a process of gradual socialization, whereas the other experienced conceptual conflict. Preservice teachers' initial beliefs, mentors' teaching and mentoring practices, and school contexts influenced preservice teachers' conceptual development.

Original languageEnglish
Pages (from-to)147-175
Number of pages29
JournalElementary School Journal
Volume104
Issue number2
DOIs
StatePublished - Nov 2003

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