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Facilitators and barriers to writing instruction in Chile : Teachers’ preparation and knowledge about teaching writing
Ahumada, Silza Bañales, Gerardo Graham, Steve Torres, María Lidia
Ahumada, Silza
Bañales, Gerardo
Graham, Steve
Torres, María Lidia
Abstract
Thirty-eight fourth-through sixth-grade teachers (28 female; 10 male) in urban schools in Chile were interviewed to determine how teachers’ preparation to teach writing and their knowledge of how to do so acted as facilitators and/or barriers to classroom writing instruction. Teachers overwhelmingly identified their preservice preparation as a barrier to teaching writing, although several teachers viewed this mode of preparation as a facilitator. For teachers who expressed views about in-service and personal preparation as well as teaching experience, they almost unanimously indicated such modes of preparation facilitated classroom writing instruction. Teachers identified five forms of teaching knowledge that acted as facilitators and barriers to writing instruction. This included knowledge of how to differentiate writing instruction, assess writing, support the writing process, teach writing genres, and apply pedagogical teaching methods. A lack of instructional knowledge in each of these areas served as a barrier to classroom writing instruction, whereas knowledge about each acted as a facilitator. In addition, a lack of knowledge about how to teach fundamental writing skills acted as a barrier for some teachers. Implications and directions for future research are provided.
Keywords
writing, writing instruction, teacher preparation, knowledge, interview
Date
2022
Type
Journal article
Journal
Book
Volume
36
Issue
Page Range
1867-1899
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled