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This article examines how elementary (K-6) preservice teachers (n=34) perceive writing and themselves as writers. Results may indicate limited experience discussing and/or sharing their writing with classmates and peers throughout their education for the purpose of honing their craft as writers. By better understanding the role of preservice teachers' attitudes about and experiences with writing, teacher education programs can assist preservice teachers in developing healthy attitudes toward writing. Improved teacher attitudes could potentially improve classroom writing instruction as well as elementary students' attitudes towards writing and views of themselves as writers.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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