Building Teacher Efficacy in Writing Through Writing Process Professional Development

• In Event: Poster Session 2: Teaching Strategies for Early/Elementary Readers and Writers

Abstract

Common Core State Standards (CCSS), created a renewed examination of the writing practices within K-12 classrooms. However, little has changed regarding nation-wide student writing performance, quality, rigor, and educator understanding of effective writing instruction. Five teachers were selected using a convenience sample process to examine how teacher efficacy affected the writing process. In this context-specific study using mixed-method research design, findings contribute to the limited existing body of research which suggests that teacher efficacy is positively impacted by writing professional development, and influences student writing achievement. Results provide evidence for school leaders to focus resources to develop teachers’ writing ability, and their capacity to provide quality writing instruction to students.
Keywords: teacher efficacy, professional development, writing

Author

• Jennifer VanSlander, Auburn University