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In recent years teacher education has used the process and practices of research to improve pre-service teachers’ pedagogical practices. Pre-service teachers, however, generally prefer to understand the practices of teaching rather than research. This paper considers the writing process rather than the research process as central to the construction of pre-service teachers’ subjectivities. It explores the responses of twenty-six Tasmanian Secondary English postgraduate pre-service teachers in 2004 and 2005, drawing on data from research writing projects, surveys and interviews. These responses indicated that when writing is positioned central to the research process it can change pre-service teachers’ construction of research and in turn improve pedagogical practice and most importantly student learning.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Curriculum and Pedagogy Theory and Development
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Teacher and Instructor Development
UTAS Author:	Booth, S (Dr Sara Booth)
ID Code:	76137
Year Published:	2007
Deposited By:	Academic Division
Deposited On:	2012-02-28
Last Modified:	2012-06-28
Downloads:	273 View Download Statistics