ERIC Number: ED255916
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Teachers Teach Their Teachers: Implications for Facilitating Professional Growth.
Black, Janet K.; And Others
A southwestern university sponsored a two-week, half-day summer institute designed to help teachers become aware of recent writing research and implement writing within their classrooms based on the research findings. During the first week, teachers were encouraged to pay more attention to the communication perspective with less attention on evaluating the form of writing. The second week, instruction covered many topics relating to writing development at all grade levels. From a followup questionnaire, six teachers were selected for study over a period of time. Findings show that these teachers changed their approach to writing evaluation and implemented the ideas from the writing institute. Emerging trends show the differences in the amount of implementation, the satisfaction in using the new approach, the frustration at not being able to implement the approach enough, and the obstacles to implementation. Implications for teacher educators include the need to acknowledge the reality of the classroom, the varying personal styles of teachers, the differences in school settings, the guilt teacher educators create, the importance of continuous support for classroom teachers' efforts, and the time spent and effort exerted by good teachers. The resulting implications for teacher education are that teachers should learn about the need to provide opportunities to discover the power of children's learning, to understand the diverse expectations of others, to be aware of the influence of personal circumstances, and to learn the importance of professional growth and development. (EL)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English Spring Conference (3rd, Columbus, OH, April 12-14, 1984). Funding provided by a Faculty Research Grant from North Texas State University.