Effect of experience and educational background on teachers' preconceptions of the writing process

النوع : Mémoire

The present study aimed at describing the differences in non-experienced teacher s' preconceptions of writing as a communicative activity, of writing as a proces s, and their preference to writing. The study also addressed the question of whe ther or not the university background (AUB, LAU, or HU) had an effect on the thr ee dependent variables. Finally, the study investigated the effect on the three dependent variables. Finally, the study investigated the effect of the interacti on of both experiences and degree (less than BA, BA, or graduate) on the three d ependent variables. Prior to the present study, a pilot study was conducted that established the reliability of the instrument and feasibility of the study desi gn. The participants in the study were divided into two groups: 87 non-experienc ed teachers from three private universities and 74 in-service teachers were divi ded into two subgroups depending on their years of experience: lees than 5 years of experience (n=42) or more than 5 years of teaching experience (n=32). A scal e analysis was conducted assessing reliability of the three subscales of the ins trument. Descriptive statistics were computed. Data analysis was based on three MANOVA tests. A univarite analysis, and a Post-Hoc Tukey test. Data analysis rev ealed that no significant differences existed in the preconceptions of the writi ng process between non-experienced and in-service teachers and among teachers wi th differing levels of experience. There were, however, stastiscally significant differences among the teachers in their preference to writing. As to the third variable, statistical differences existed between the in-service and non-experie nced teachers but not among teachers with varying years of experience regarding their perception of writing as a communicative activity. The second MANOVA test revealed that no significant differences existed in the perceptions of the writi ng process among participants from different university backgrounds. In addition , the third MANOVA test revealed that there was no satistically significant effe ct of the interaction between experience and degree on the participants' preconc eptions of the writing process, writing as a communicative activity, and their p reference for writing. Finally the results were discussed in light of previous r esearch finding, and ...