Teachers' Perceptions and Practices: Influences on Writing Teachers' Development

• In Event: Millennium Hotel Roundtable Session 9
  In Roundtable Session: Teaching Writers, Teaching Writing: Studying Writing Teachers’ Development

Abstract

Using complexity theory as a lens, this mixed-methods study sought to understand teachers’ perceptions of how various contexts--such as teacher education, as well as school, district, and state policies--influenced their development as writing teachers. Findings indicate a lack of support for development across these major contexts created a gap in teacher development. Instead, a variety of informal contexts influenced development of six teachers, while the other six were affected by self-selected intensive PD. Differences in understandings and practices of these two groups suggest that the PD served to fill in gaps of teacher knowledge, as well as disrupt negative influences of other contexts on teachers’ understandings and practices. Implications for students, teacher educators, and policy makers are discussed.

Authors

• Sherry Dismuke, Boise State University

• Susan D. Martin, Boise State University