Teachers' Perceptions of Writing Instructional Coaching Practices

• In Event: Writing and Writing Instruction: Perspectives and Practices

Abstract

Teachers often avoid teaching writing due to the complexity of the subject matter and the lack of preparation and training in writing. Teachers’ avoidance and feelings of underprepared often leads to less frequent writing instruction within their classrooms. Literacy coaching is one way to support teachers in writing and writing instruction, however, research on writing coaching is lacking. Through this mixed methods study, we use teachers' survey responses to explore how teachers perceive writing coaching to impact their skills, knowledge, and dispositions toward writing and writing instruction. Results indicate that teaching in writing is sparse, but those who do receive coaching in writing feel more competent and confident. Teachers’ preferred writing coaching practices are also explored.

Authors

• Jadelyn A Abbott, Weber State University

• Katherine Landau Wright, Boise State University