Using Inquiry in Teacher Professional Learning to Build Efficacy for Writing Instruction
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.
Koonce, Jacqueline B.; Brooks-Yip, Melissa; and Gibson, Kathleen (2019) "Using Inquiry in Teacher Professional Learning to Build Efficacy for Writing Instruction," Language Arts Journal of Michigan: Vol. 35: Iss. 1, Article 6. Available at: https://doi.org/10.9707/2168-149X.2223