Title

Using Inquiry in Teacher Professional Learning to Build Efficacy for Writing Instruction

Document Type

Article

Publication Date

11-2019

Abstract

Whitacre (2019) and Curtis (2017) found that participants’ efficacy impacted their writing instruction and ability to engage students. We share our experiences with a professional development program aimed to improve teacher efficacy and literacy of elementary teachers. In this professional learning network, the Study of Early Literacy (SOEL), a higher percentage of teachers reported to a Hanover Research survey that they felt less confident in teaching writing than other areas of literacy. To address this need, one of the authors developed a subgroup to specifically address the teaching of writing with an inquiry-based action research component. Most of the teachers in this group reported greater teacher efficacy, student motivation, and student achievement after this year of intentional teacher research.

DOI

10.9707/2168-149X.2223

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