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“I was never much good at writing” : Trainee teachers’ attributions in writing.
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Wray, David (2014) “I was never much good at writing” : Trainee teachers’ attributions in writing. Research in Teacher Education, 4 (1). pp. 43-49. ISSN 2040-1240.
An open access version can be found in:
Official URL: https://www.uel.ac.uk/rite/issues/volume4/no1april...
Abstract
It might be thought that, in order to successfully teach a skill or process to others, teachers would need to be fairly competent in that process themselves, and fairly confident in their competence. There is evidence, however, that, in the case of the teaching of writing, this may not actually be true. This article explores some of the background to this problem and reports an investigation into the self-perceived competence in writing of teachers in training. It goes on to argue that, in the attributions these young teachers make about their success or failure in writing, there are important implications for the teaching and development of writing.
Item Type: | Journal Article | ||||
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Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||
Journal or Publication Title: | Research in Teacher Education | ||||
Publisher: | University of East London | ||||
ISSN: | 2040-1240 | ||||
Official Date: | June 2014 | ||||
Dates: |
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Volume: | 4 | ||||
Number: | 1 | ||||
Page Range: | pp. 43-49 | ||||
Status: | Peer Reviewed | ||||
Publication Status: | Published | ||||
Access rights to Published version: | Open Access (Creative Commons) | ||||
Open Access Version: |
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