The Impact of a Year-Long Professional Development on Teacher Self-Efficacy in Personal Writing and the Teaching of Writing
Abstract
Long-term professional development (PD) initiatives are scant in the extant literature. This study examines the impact of a year-long, face-to-face teacher PD provided for teachers from a high-need elementary school to improve their personal writing and writing instruction. A mixed-methods approach was used to collect and analyze data primarily from pre- and post-surveys and interviews. Statistical analyses suggest that teachers’ self-efficacy toward writing instruction was improved, but not self-efficacy toward their personal writing. Various means of how the year-long teacher PD influenced their self-efficacy were demonstrated through qualitative analysis. Implications of conducting teacher PD on writing instruction were discussed.
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Copyright (c) 2022 Guang-Lea Lee, Terri Brodeur, Cherng-Jyh Yen, TIAN LUO, Pauline Muljana
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