Teaching writing to elementary students can be a difficult instructional task for many teachers, due to the complexity of the writing process and the variety of skills that students must demonstrate to be considered proficient writers. Because quality instruction is highly predictive of students’ achievements, teachers need to feel competent in various subject-specific disciplines. This mixed-methods study examines the role of professional development in fostering elementary teachers’ writing proficiency, and improving their feelings of self-efficacy as writers. Results indicate that it is difficult for teachers whose students struggle with writing to feel confident in their own writing abilities.
"Examining Elementary Teachers’ Feelings of Self-Efficacy as Writers: Do the Writing Samples Tell More Compelling Stories?,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 9:
2, Article 10.
Available at: https://scholarworks.wmich.edu/wte/vol9/iss2/10