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Title page for ETD etd-06112015-145152


Type of Document Dissertation
Author Kane, Britnie Delinger
Author's Email Address britnie.kane@gmail.com
URN etd-06112015-145152
Title Concept Development through Practice: Preservice Teachers Learning to Teach Writing
Degree PhD
Department Learning, Teaching and Diversity
Advisory Committee
Advisor Name Title
Dr. Ilana Seidel Horn Committee Chair
Dr. Kevin Leander Committee Member
Dr. Melanie Hundley Committee Member
Dr. Sandy Solomon Committee Member
Keywords
  • secondary education
  • teacher education
  • practice-based teacher education
  • concept development
  • teacher learning
  • writing instruction
  • English education
Date of Defense 2015-05-26
Availability unrestricted
Abstract
This work contributes to an ongoing conversation about how practice-based teacher education might be designed to support preservice teachers’ professional judgment, particularly in the area of writing instruction. By synthesizing research on practice-based teacher education with sociocultural understandings of concept development and work on how writing teachers learn to teach writing, I offer three design conjectures about how preservice teachers might be supported to teach writing in intellectually rigorous and equitable ways. I then used discourse analysis to investigate preservice teachers’ concept development in a methods course which used these design conjectures. Finally, I followed preservice teachers into their student teaching placements, using discourse analysis to understand how they developed concepts about writing instruction through their practice. I found that preservice teachers developed concepts about a core teaching practice, making student thinking visible, in combination with other ideas about writing instruction that arose in the contexts in which preservice teachers taught writing. Thus, teaching concepts develop ecologically—in relation to one another, to the cultural and historical discourses and practices that characterize particular contexts for teaching, and—most importantly—to students. Findings contribute to research on how teachers learn to teach writing, to research on concept development in teaching, and to broader conversations about the potential and limits of practice-based approaches to teacher education.
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