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Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers
Tien Ping Hsiang1; Steve Graham2; Yu‑Mao Yang3
2020-12-01
Source PublicationReading and Writing
ISSN0922-4777
Volume33Issue:10Pages:2511-2548
Abstract

A random sample of 782 grades 1 through 3 Chinese language arts teachers in Taiwan were surveyed about how they taught writing and their beliefs about writing. The underlying dimensions of teachers’ reported writing practices and beliefs were established through factor analyses. Thirty-seven percent of the teachers reported they taught writing every day (average writing lesson across all teachers was 52 min). However, most teachers indicated they offered writing classes infrequently, as 60% of teachers reported teaching writing just once a week or less often. Teachers applied many different instructional procedures when teaching writing, but a majority of teachers reported using these practices only once a month or less often. Teachers were not positive about their preparation to teach writing, but slightly positive about their attitude towards their own writing, their attitudes and efficacy for teaching writing, and the progress they believed their students were making as writers. Their epistemological beliefs about how best to teach writing, how one becomes a good writer, and how one knows about writing were more mixed. Teachers slightly agreed that explicit instruction is important when teaching writing, but slightly disagreed that this is true for natural learning approaches. They also slightly agreed that effort and process are important ingredients to becoming a good writer, but slightly disagreed that learning and knowledge in writing are fixed. Further, they slightly agreed that writing knowledge comes from experts and authority figures. Teachers’ beliefs about writing predicted how often teachers employed specific instructional procedures. Recommendations for future research and implications for instruction are provided.

KeywordBeliefs Epistemology Teacher-efficacy Writing
DOI10.1007/s11145-020-10050-4
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Educational
WOS IDWOS:000531115100001
PublisherSPRINGER
Fulltext Access
Citation statistics
Cited Times [WOS]:1   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorSteve Graham
Affiliation1.University of Macau,Macao
2.Arizona State University,Tempe,United States
3.National Taichung University of Education,Taichung,Taiwan
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Tien Ping Hsiang,Steve Graham,Yu‑Mao Yang. Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers[J]. Reading and Writing,2020,33(10):2511-2548.
APA Tien Ping Hsiang,Steve Graham,&Yu‑Mao Yang.(2020).Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers.Reading and Writing,33(10),2511-2548.
MLA Tien Ping Hsiang,et al."Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers".Reading and Writing 33.10(2020):2511-2548.
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