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Abstract

This study explores the connections, reflections, and risk-taking practices of elementary preservice teachers (n=15) enrolled in a Teaching Writing/Language Arts Methods course at a Pacific Northwest University as they engaged in a 4-week thematic unit focused on British Gothic Literature. The big questions asked about the connections and moves made both as student and beginning teacher. The study then looked at how new knowledge was infused into teaching practices. Inductive, phenomenological analysis of reading responses, informal quickwriting, narratives, lesson plans, reflections, and field notes reveal that the preservice teachers participated in the unit with enthusiasm and curiosity as students, arrived at cautious acceptance as future teachers, and then demonstrated nuanced risk-taking with the material as actual teachers.

DOI

10.15760/nwjte.2015.12.1.1

Persistent Identifier

https://archives.pdx.edu/ds/psu/25438

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