Teaching Civically Engaged Writing through Podcasting: A Qualitative Study of Preservice English Language Arts Teachers
This dissertation reports a study that investigated the modeling of a civically engaged podcasting unit within a methods of composition course. The participants were eight preservice secondary English Language Arts teachers. The qualitative data used in this study were survey responses, writing samples, and journal entries of teacher observations. The data was coded based on categories related to the podcasting genre, civically engaged writing, and identity. Findings indicate that participating in the podcasting unit encouraged preservice teachers to connect their writing to their identities and their lives outside the methods classroom. The findings also indicate a need for thorough direct instruction, scaffolding, and extended time in order for students to complete the podcast editing process. The study also highlights the benefits of students listening to completed peer podcasts individually through headphones, rather than over a speaker as a whole class, in order to increase student comfort. The civically engaged podcasting unit modeled a writing activity which centers the identity and lived experiences of the student.
Details
- Croghan, Amber Dee (Author)
- Early, Jessica (Thesis advisor)
- Baker, Tanya (Committee member)
- Saidy, Christina (Committee member)
- Arizona State University (Publisher)
- en
- Partial requirement for: Ph.D., Arizona State University, 2024
- Field of study: English
Additional Information
- 107 pages