A3 Book section, Chapters in research books
Miten luokanopettajaopiskelijat arvioivat itseään tekstien tuottajina? (2019)

Torvelainen, Päivi; Tarnanen, Mirja; Hankala, Mari; Kainulainen, Johanna (2019). Miten luokanopettajaopiskelijat arvioivat itseään tekstien tuottajina?. In Kallio, Manne; Krzywacki, Heidi; Poulter, Saila (Eds.) Arvot ja arviointi, Ainedidaktisia tutkimuksia, 16. Helsinki: Helsingin yliopisto, 28-50. http://hdl.handle.net/10138/308813

JYU authors or editors

Publication details

All authors or editors: Torvelainen, Päivi; Tarnanen, Mirja; Hankala, Mari; Kainulainen, Johanna

Parent publication: Arvot ja arviointi

Parent publication editors: Kallio, Manne; Krzywacki, Heidi; Poulter, Saila

ISBN: 978-952-5993-27-1

eISBN: 978-952-5993-28-8

Journal or series: Ainedidaktisia tutkimuksia

ISSN: 1799-9596

eISSN: 1799-960X

Publication year: 2019

Number in series: 16

Pages range: 28-50

Number of pages in the book: 251

Publisher: Helsingin yliopisto

Place of Publication: Helsinki

Publication country: Finland

Publication language: Finnish

Persistent website address: http://hdl.handle.net/10138/308813

Open Access: Publication published in an open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67651

Abstract

This article reports on an examination of how primary education pre-service teachers self-assess their literacy, more specifically their writing skills and how they learn them. The data consist of material from a qualitative survey (N = 76) responded to by the participants in their first academic term. The data were analysed using qualitative and theory informed content analysis. The findings show that pre-service teachers approach their writing skills from three perspectives which are stance-, skill- and development-specific. Analysis of self-assessment indicates that the participants perceive themselves as a writer quite holistically, and their reflections represent genre and process discourses, although less social practices and socio-political discourses. However, there are individual differences between participants in approaching and perceiving writing, as well as in depth of reflection. Based on our findings, the pre-service teachers’ understanding of writing and their reflection skills should be promoted more systematically during their studies.

Keywords: self-evaluation; reflection (cognitive processes); writing; students; class teachers; teacher training

Free keywords: pre-service teachers; multimodal writing skills

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1