This mixed-methods study examined the influences of a graduate writing methods course on the dispositions and instructional practice of twelve elementary classroom teachers, six who participated in the course and six who did not, during their post-graduate education. Data from interviews, classroom observation notes, and protocols have been analyzed, compared, and integrated. Outcomes of this study link participation in this course with increased confidence and readiness to teach the complexities of writing, as well as enhanced instructional practice and student learning opportunities. Findings suggest implications for teacher professional development, literacy teacher educators, and teacher education researchers.
"It’s a Matter of Practice: Influences of a Writing Methods Course on Inservice Teachers’ Dispositions and Self-Efficacy,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 4
, Article 7.
Available at: http://scholarworks.wmich.edu/wte/vol4/iss2/7