New Zealand teachers respond to the ‘National Writing Project’ experience

Locke, Terry; Whitehead, David; Dix, Stephanie; Cawkwell, Gail

doi:10.1080/13664530.2011.608509

Cited by 17 publications

(12 citation statements)

References 10 publications

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“…The reflection process provided us with opportunities to review past teaching practices, to review students" feedback, to compare our own practices to those of colleagues or to compare our former and more recent practices in order to re-evaluate our teaching abilities. There are examples in the study which show that such reflections It is surprising to discover that there is a dearth of research exploring the relationship between self-reflection and self-efficacy, although the literature has focused a good deal on how reflection empowers teacher transformation and change or on how teacher participation in research improves self-efficacy significantly (Henson, 2001;Locke, Whitehead, & Dix, 2013;Locke, Whitehead, Dix, & Cawkwell, 2011;Whitney, 2008;Wyatt, 2010b). Locke et al (2013), drawing on data from a two-year project conducted with five high-school teachers in New Zealand, found that reflection brought about changes in knowledge, practice and self-efficacy.…”

Section: Self-reflection and Self-efficacymentioning

confidence: 99%

Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

Phan¹

2020

Preprint

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The study looked at factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. This study explored the relationship between Vietnamese teachers’ discourses of effective teaching practices and their self-efficacy beliefs, the influence of Vietnamese culture and context on teachers’ self-efficacy beliefs, and whether participating in the research led to a change in the self-efficacy beliefs of the teacher participants and of myself as researcher.The research took the form of a qualitative case study. Participants were eight university teachers of the English language at a technical university in Vietnam. Data collection lasted six months. Data collection tools included focus group discussions, individual interviews, journaling, and observations. An inductive coding process and thematic analysis were used for analysing data. Findings indicate that social persuasion was the most influential source of self-efficacy information. The study shows that different sources of self-efficacy information interacted with one another to influence the two dimensions of self-efficacy. Besides, it appears that teachers’ understanding of a number of environment and workplace factors appeared to constrain some teachers into adopting the Grammar Translation Method (GTM) approach and possibly reduced their self-efficacy in adapting a Communicative Language Teaching (CLT)-oriented approach. After participating in the study, the teaching approaches of study teachers and my own approaches seemed to be more CLT-oriented although most of us were characterised by a low sense of self-efficacy in adapting this approach in the Vietnamese classrooms. Findings also suggest that several aspects of Vietnamese culture, e.g. the concept of face, are likely to have influenced the way the study teachers selected, weighted and interpreted efficacy-building information. In addition, it is plausible that changes in context, e.g. teaching different kinds of students, led to a change in the way the teachers and I weighed and selected self-efficacy information. Self-reflection, self-doubt and self-regulation were other factors causing fluctuations in the study teachers’ and my self-efficacy. My study contributes to a widening understanding of how different aspects of culture can impact on self-efficacy. It provides examples to challenge the claim that the self-efficacy of experienced teachers is stable and the widespread view that a negative sense of self-efficacy induces individuals to give up and make less effort. The study shows the relationship between teacher self-efficacy beliefs and their discourses of EFL instruction, i.e. their self-efficacy in using different aspects of a communicative approach fluctuated at different stages of the study. The study points to the need to improve leadership practice and teaching conditions at the faculty and university. Preparing teachers for regulation strategies, encouraging them to work collectively, and offering more professional development programs are likely to develop a stronger sense of self-efficacy among teachers.

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Section: Self-reflection and Self-efficacymentioning

confidence: 99%

Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

Phan¹

2020

Preprint

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“…Pritchard 1989;Carruthers and Scanlan 1990), the later studies were somewhat wide-ranging and did not focus on the repercussions for student writing (e.g. Locke et al 2011;Dix 2013). In claiming that NWPstyle professional development has transformational potential, Whitney confirms further investigation is urgently needed 'into the specific outcomes of NWP participation for classroom practices and student outcomes ' (2008, 151).…”

Section: Introductionmentioning

confidence: 99%

Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

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This paper is a critical literature review of empirical work from 1990-2015 on teachers as writers. It interrogates the evidence on teachers' attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing. The methodology was carried out in four stages. Firstly, educational databases keyword searches located 438 papers. Secondly, initial screening identified 159 for further scrutiny, 43 of which were found to specifically address teachers' writing identities and practices. Thirdly, these sources were screened further using inclusion/exclusion criteria. Fourthly, the 22 papers judged to satisfy the criteria were subject to in-depth analysis and synthesis. The findings reveal that the evidence base in relation to teachers as writers is not strong, particularly with regard to the impact of teachers' writing on student outcomes. The review indicates that teachers have narrow conceptions of what counts as writing and being a 2 writer and that multiple tensions exist, relating to low self-confidence, negative writing histories, and the challenge of composing and enacting teacher and writer positions in school. However, initial training and professional development programmes do appear to afford opportunities for reformulation of attitudes and sense of self as writer.

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“…Metalanguage (and its implicit connection with metacognition) has certainly been a feature of Writing Workshop professional learning in the New Zealand context, with the explicit use of metalanguage being a recurrent theme (questions of if, when, why and how) in workshops (see Locke et al 2011). For teachers in this study, the question of explicit use of metalanguage was often connected with the problem of how best to contextualize the direct teaching of technique.…”

Section: Strategies Aligned With Writing Workhop Practices and Princmentioning

confidence: 93%

Seeding Writing Project principles and practices in a school community: a case study

Locke

Kato²

2014

Teacher Development

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New Zealand teachers respond to the ‘National Writing Project’ experience

Cited by 17 publications

References 10 publications

Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

Teachers as writers: a systematic review

Seeding Writing Project principles and practices in a school community: a case study

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