Abstract
This study focuses on the experiences of two science teachers who worked to implement a writing-focused, science literacy project in their classrooms. More specifically, I uncover the ways these teachers’ experiences differed and how these differences influenced their implementation. Findings confirm the importance of content teachers’ sense of self-efficacy as writers and writing teachers. In order to foster writing initiatives at the middle and secondary levels, we must honor and nurture content teachers’ sense of self-efficacy and give them multiple opportunities to develop mastery experiences.
Recommended Citation
Whitacre, Michelle P.
(2019)
"The Importance of Teacher Self-efficacy in the Implementation of a Middle and High School Science Writing Initiative,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 7:
Iss.
1, Article 4.
Available at:
https://scholarworks.wmich.edu/wte/vol7/iss1/4
Included in
Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons