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Preservice English Teachers and 21st Century Composition in Flux: Implementing Principles of Writing Across Sites of Learning

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dc.contributor.advisor Reid, E. Shelley
dc.contributor.author Jensen, Amber Nicole
dc.date 2019
dc.date.accessioned 2020-02-05T16:50:56Z
dc.date.available 2020-02-05T16:50:56Z
dc.identifier.uri https://hdl.handle.net/1920/11662
dc.description.abstract This study considers how English educators can catalyze learning within secondary English education programs to help preservice teachers define and re-examine what counts as writing in the 21st century, and to apply this knowledge in their future school contexts. In it, I explore how preservice teachers develop, articulate, and enact conceptual frameworks of 21st century writing and teaching as they transition from university courses into secondary English classrooms. My research offers critical perspectives to English educators about how they can support preservice teachers in developing reflective mindsets and theoretical knowledge that will enable them to enact digital and multimodal writing within a range of contexts in lasting, evolving, and rhetorically transformative—not just technical and transactional—ways. The dissertation comprises three article-length manuscripts which explore common themes of learning transfer, metacognition, and reflective practice to support preservice teachers in developing and implementing knowledge about 21st centuryting principles in context. The research explores preservice teacher learning across a range of sites and through methodologies including an analysis of preservice teachers in an English methods class (Chapter 2), a collective case study of four student teachers (Chapter 3), and a single case study of one participant in her first teaching site (Chapter 4). Central to my approach was situating participants as co-learners and co-researchers, acknowledging the study itself as an intervention worthy of investigation. Taken together, the three chapters point to limited metacognitive interventions as a tool for preservice teachers to name what they know and reflect on their experiences, leading them to arrive at nuanced and adaptable understandings of and confidence in implementing 21st century writing and teaching practices. I offer suggestions to English educators about how to integrate structures that will help preservice teachers become both flexible and deliberate in enacting, advancing, and advocating for relevant and evolving 21st century writing pedagogies. en_US
dc.language.iso en_US en_US
dc.rights Copyright 2019 Amber Nicole Jensen en_US
dc.subject English Composition en_US
dc.subject Rhetoric en_US
dc.subject writing pedagogy en_US
dc.title Preservice English Teachers and 21st Century Composition in Flux: Implementing Principles of Writing Across Sites of Learning en_US
dc.type Dissertation en_US
thesis.degree.name Doctor of Philosophy in Writing and Rhetoric en_US
thesis.degree.level Doctoral en_US
thesis.degree.discipline English Writing and Rhetoric en_US
thesis.degree.grantor George Mason University en_US


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