Keywords
pre-service teachers, writing preparation, strengths-based feedback, writing, literacy preparation
Abstract
The purpose of this qualitative study was to examine pre-service teachers’ perceptions about providing writing feedback to fourth-grade students. A group of 102 pre-service teachers participated in the study. Data were analyzed using the constant comparative method. The findings revealed four critical components to giving feedback, the importance of scaffolding for the writer, and the vulnerability of pre-service teachers regarding writing. Implications for teacher educators include the importance of providing authentic writing and feedback opportunities for pre-service teachers. Additionally, pre-service teachers would benefit from being exposed to a strengths perspective in order to nurture their growth as proficient writers and writing teachers, thereby modeling how strong writing communities are built.
DOI
10.15760/nwjte.2021.16.1.4
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/35729
Recommended Citation
Raymond, Roberta D.; Benavente-McEnery, Lillian; and Toman, Rose M.
(2021)
"Examining Pre-Service Literacy Teachers’ Perceptions about Providing Writing Feedback to Elementary Students,"
Northwest Journal of Teacher Education: Vol. 16
:
Iss.
1
, Article 4.
DOI: https://doi.org/10.15760/nwjte.2021.16.1.4