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JYU authors or editors
All authors or editors: Torvelainen, Päivi; Tarnanen, Mirja; Aalto, Eija; Hankala, Mari; Kainulainen, Johanna
Parent publication: Opetuksen ja oppimisen ytimessä
Parent publication editors: Luukka, Emilia; Palomäki, Annika; Pihkala-Posti, Laura; Hanska, Jussi
Journal or series: Ainedidaktisia tutkimuksia
Number in series: 19
Number of pages in the book: 317
Place of Publication: Tampere
Persistent website address: http://hdl.handle.net/10138/333969
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/79289
This article reports on a study of how pre-service primary education teachers perceive their academic writing during their first academic year. The data consist of material from a qualitative survey (n=54) responded to by the participants at the beginning of their first and second academic year. The data were analysed using qualitative and quantifying content analysis. The findings show that pre-service teachers recognized 102 texts which they had produced during the academic year. Two approaches were identified in the pre-service teachers’ responses: writer identity and sub-skills related to writing (orientation to genres, writing process, technical skills and knowledge construction). Genres, writing process and technical skills occurred more frequently in student responses than
knowledge construction. During the first academic year the affective expressions related to writing decreased and the description of technical skills increased. Based on our findings, the multifold nature of academic writing should be made more explicit for the student during their studies.
Keywords: teacher training; students; scientific thought; academic writing; science communication; writing; content analysis; text types
Free keywords: pre-service teachers; academic literacies; academic writing
516 Educational sciences (Social sciences)
6121 Languages (612 Languages and Literature)
Department of Teacher Education
Last updated on 2022-20-09 at 15:44
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