Publication Date

8-1-2025

Date of Final Oral Examination (Defense)

6-13-2025

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Hannah Carter, Ph.D.

Supervisory Committee Member

Katherine Landau Wright, Ph.D.

Supervisory Committee Member

Sondra Miller, Ph.D.

Supervisory Committee Member

Jeremy Ford, Ph.D.

Abstract

Many pre-service teachers (PSTs) report feeling under-prepared to teach writing, a challenge often linked to limited attention to writing instruction in teacher preparation programs (TPPs). While writing methods courses offer opportunities to build PSTs’ self-efficacy and pedagogical skill, questions remain about how to best structure these experiences and measure their impact. This three-article dissertation examines how PSTs develop self-efficacy for writing and writing instruction during teacher preparation and how those beliefs relate to instructional practices.

In Study I, I conducted a systematic literature review to examine how researchers measure the effects of effective writing and writing instruction interventions with elementary PSTs. Results indicated that most studies rely heavily on self-report measures, with few using validated tools or observational methods, limiting the field’s ability to assess instructional readiness or growth in practice. Additionally, effective interventions shared common characteristics, including opportunities for PSTs to write themselves, analyze student writing, and apply pedagogical strategies through practice-based experiences.

In Study II, I used cluster analysis to examine the impact of a writing methods course on PSTs’ self-efficacy and pedagogical knowledge. Findings revealed five distinct subtypes of PSTs as writers and teachers based on their initial writing skill and self-efficacy. While most PSTs grew in self-efficacy for writing and writing instruction across the semester, subtypes responded differently to the course experience, underscoring the need for differentiated instruction.

Lastly, in Study III, I explored how PSTs’ beginning-of-semester self-efficacy related to their instructional decision-making in one-on-one writing tutoring sessions. Regression analyses showed that while self-efficacy was associated with some instructional patterns, it was not a complete predictor of research-based teaching practices. Observational data revealed that PSTs with lower self-efficacy for writing and writing instruction tended to rely on more procedural, task-based approaches.

Together, these studies highlight the importance of combining validated self-report tools with observational data and tailoring writing instruction to meet PSTs’ diverse needs. Implications for teacher educators, researchers, and TPPs are discussed.

Comments

Lindsey Wiggins, ORCID: 0009-0009-6405-9718

DOI

https://doi.org/10.18122/td.2436.boisestate

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