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. https://doi.org/10.9707/2168-149X.2223
Language Arts Journal of Michigan