UC Berkeley

Spatial classroom studies have attended to the context of the classroom. Specific to this inquiry is the ideological understandings pre-service teachers have of classroom space, student identities, and writing instruction. Pre-service teachers generally receive minimal instruction in the teaching of writing and less of this instruction is grounded in teachers' beliefs about writing instruction. This study examines pre-service teachers imagined context of the classroom and the resulting disbeliefs and beliefs of the possibilities of new practice in the area of writing instruction.