South African teachers learning to become writers and writing teachers: A study of generative learning

Assaf, Lori Czop; Ralfe, Liz; Steinbach, Beth

doi:10.1016/j.tate.2016.02.011

Cited by 16 publications

(14 citation statements)

References 32 publications

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“…This information gap needs to be bridged to facilitate the development of public policies specifically suited to the needs of the system (Flotts et al, 2016;Viennet & Pont, 2017). The latter requires responding to the needs of pupils from the most disadvantaged backgrounds (Assaf et al, 2016;Jesson & Parr, 2019;Parr & Limbrick, 2010;OECD, 2018). We aimed to gain insight into teachers' adherence to the prescribed curricular paradigms of language instruction, which implied examining their internal coherence.…”

Section: Discussionmentioning

confidence: 99%

“…Self-efficacy beliefs correspond to individuals' judgements of their own competence to execute a specific task in the future (Assaf et al, 2016;Pajares, 1992;Tschannen-Moran et al, 1998). Therefore, teachers' self-efficacy beliefs correspond to cognitive-evaluative beliefs, which are related to motivation (Holzerberg et al, 2014).…”

Section: Teachers' Beliefs and Their Relations To Teachers' Practicesmentioning

confidence: 99%

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Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

Flores-Ferrés¹,

Weijen

Rijlaarsdam

2022

Journal of Writing Research

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This study aimed to provide evidence for continuing the innovation of writing instruction in Grades 7-12 of Chilean public schools. Teachers' beliefs influence their curricular interpretations; therefore, these beliefs play a key role when aiming for educational innovation. Hence, we investigated the relations between Language teachers' current practices of implementing the national curriculum and their beliefs regarding five paradigms of Language instruction. While beliefs on writing instruction are possibly embedded in beliefs on the broader topic of Language instruction, we took this broader category into account. We obtained 182 completed surveys from teachers of all Chilean regions (response rate: 47%). Teachers reported a rather strong adherence to four curricular paradigms both in terms of practices and beliefs, while the fifth, the communicative paradigm, demonstrated a low level of adherence. The strength of the implementation of teachers´ practices of writing instruction seemed to be related to teachers´ beliefs, about writing and more general aspects as well. The results suggest that policymakers must focus public efforts on reinforcing teachers' beliefs regarding writing instruction, especially regarding communicative writing and on the connections between the five paradigms. In addition, we recommend that public efforts prioritize improvements in Grades 9-12 over Grades 7-8.

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Section: Discussionmentioning

confidence: 99%

Section: Teachers' Beliefs and Their Relations To Teachers' Practicesmentioning

confidence: 99%

Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

Flores-Ferrés¹,

Weijen

Rijlaarsdam

2022

Journal of Writing Research

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“…At summer institutes, NWP participants have time to write, share, learn from demonstrations, examine research and theory and reflect (Gooda, 2016;Gray, 2000). While the NWP exists primarily in the USAwith international sites in Hong Kong, Singapore, Malta, the Dominican Republic, Norway and Canadathe program serves as a model for professional development elsewhere, guiding work done in South Africa, for example (Assaf et al, 2016). One of the great features of the NWP model is the focus on teachers writing alongside other teachers; this idea can be implemented anywhere.…”

Section: Teachers As Writersmentioning

confidence: 99%

Reflections on writing and teaching: a study of five writing contest winners

Williams

2021

ETPC

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Purpose English teachers who write have valuable expertise that can benefit students. Although there is a fair amount of research on teacher-writers, little is known about teachers’ writing lives outside of educational or professional contexts. This paper aims to investigate the writing lives and teaching beliefs of five writing contest winners. Design/methodology/approach This qualitative study, which was guided by sociocultural theory and concepts such as literacy sponsorship, involved individual semi-structured interviews, questionnaires and writing and teaching artifacts. Findings Data analysis resulted in several themes describing participants’ writing lives: Writing Experiences, Writing Practices and Writing Attitudes. In addition, several themes emerged describing their teaching beliefs: Writing Assignments/Tools, Modeling and Credibility/Empathy/Vulnerability. Overlaps exist in the descriptions of their writing and teaching lives. Practical implications Teachers’ writing lives are valuable resources for instruction. It is recommended that teachers have opportunities to reflect on who they are as writers and what has shaped them. Teachers also need new experiences to expand their writing practices and strengthen their writing identities alongside fellow writers. More must be done to understand, nurture and sustain teachers’ writing. Originality/value This research expands the conversation on teachers as writers by involving writing contest winners, focusing on their writing lives and noticing how their writing experiences, practices and attitudes inform their teaching. This study suggests several ways to move forward in supporting teachers as writers, keeping in mind the social aspects of learning.

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“…The purpose of this entire exercise is to (1) compel the students to focus on each aspect (PLO) according to its weight throughout the duration of the FYP, (2) know which PLOs are relatively easier to attain and which demand more attention from the respective supervisors and (3) assist the examiners in thoroughly evaluating the students against each PLO. In this way, our work intends not just to guide the students in approaching their FYP but assisting the supervisor in writing a project proposal 29 and the examiner during evaluation.…”

Section: P5-naturalizationmentioning

confidence: 99%

Learning outcomes and assessment methodology: Case study of an undergraduate engineering project

Naqvi

Akram

Haider

et al. 2018

International Journal of Electrical Engineering & Education

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Considering the effectiveness of outcome-based education and its increasing implementation in higher education, we propose a set of course learning outcomes that may be related to any engineering problem, in particular the final year project in undergraduate engineering programs. We also show how these outcomes may be mapped to program learning outcomes identified by the Washington Accord. Our case study is an embedded vision system developed by our own group, which we assess against these outcomes using the proposed self-assessment report rubrics. We conclude by presenting assessment reports for our project from two expert academics showing how well it managed to attain the course learning outcomes. This work is intended to give students a direction to professionally as well as ethically approach a particular design problem, and at the same time help the instructors evaluate their students’ projects by simply adopting the proposed assessment methodology.

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South African teachers learning to become writers and writing teachers: A study of generative learning

Cited by 16 publications

References 32 publications

Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

Reflections on writing and teaching: a study of five writing contest winners

Learning outcomes and assessment methodology: Case study of an undergraduate engineering project

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