Document Type
Article
Publication Date
2022
Publication Title
Teacher Learning and Professional Development
Volume
7
Issue
1
Pages
23-39
Abstract
Long-term professional development (PD) initiatives are scant in the extant literature. This study examines the impact of a year-long, face-to-face teacher PD provided for teachers from a high-need elementary school to improve their personal writing and writing instruction. A mixed-methods approach was used to collect and analyze data primarily from pre- and post-surveys and interviews. Statistical analyses suggest that teachers’ self-efficacy toward writing instruction was improved, but not self-efficacy toward their personal writing. Various means of how the year-long teacher PD influenced their self-efficacy were demonstrated through qualitative analysis. Implications of conducting teacher PD on writing instruction were discussed.
Rights
Copyright © 2022 Guang-Lea Lee, Terri Brodeur, Cherng-Jyh Yen, Tian Luo, Pauline Muljana.
This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.
ORCID
0000-0002-8138-3722 (Luo), 0000-0003-0668-9083 (Muljana)
Original Publication Citation
Lee, G.-L., Brodeur, T., Yen, C.-J., Luo, T., & Muljana, P. S. (2022). The impact of a year-long professional development on teacher self-efficacy in personal writing and the teaching of writing. Teacher Learning and Professional Development, 7(1), 23-39. https://journals.sfu.ca/tlpd/index.php/tlpd/article/view/83
Repository Citation
Lee, Guang-Lea; Brodeur, Terri; Yen, Cherng-Jyh; Luo, Tian; and Muljana, Pauline Salim, "The Impact of a Year-Long Professional Development on Teacher Self-Efficacy in Personal Writing and the Teaching of Writing" (2022). Teaching & Learning Faculty Publications. 241.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/241
Included in
Elementary Education Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons