Exploring the Impact of a Reflexive, Co-Designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms

Autor/inn/en	Ryan, Mary; Weber, Lauren; Barton, Georgina; Dutton, Janet
Titel	Exploring the Impact of a Reflexive, Co-Designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms
Quelle	In: Literacy Research and Instruction, 62 (2023) 4, S.371-403 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryan, Mary) ORCID (Weber, Lauren) ORCID (Barton, Georgina) ORCID (Dutton, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2130115
Schlagwörter	Faculty Development; Writing Instruction; Elementary School Students; Teaching Methods; Creative Teaching; Foreign Countries; Writing Teachers; Australia + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Ausland; Australien
Abstract	Teacher professional development in writing is an increasing area of interest due to the complex nature of the profession including learning needs of students and the demands of external assessment regimes in the contemporary landscape. However, professional development often denies the contextual experiences and expertise of teachers in favor of prescriptive top-down approaches. This paper contributes to the literature on effective teacher professional learning by showing how co-design between teachers and researchers can have an impact on student learning. In this study we focus on professional learning for the teaching of writing in the elementary classroom context, working with third grade students in the age range of 8-9. Through a reflexive analysis of multiple data sets including student writing samples, interviews, classroom observation footage, and teacher testimony, this study reveals the importance of teacher confidence in enabling students to view themselves as writers with a clear audience and purpose. The findings show how positioning teachers as research partners throughout a co-design process of professional learning benefits both students and teachers as it provides authentic, contextualized and creative approaches to teaching writing and improved writing outcomes for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01