NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1013707
Record Type: Journal
Publication Date: 2013-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0155-2147
The Impact of "Writing Project" Professional Development on Teachers' Self-Efficacy as Writers and Teachers of Writing
Locke, Terry; Whitehead, David; Dix, Stephanie
English in Australia, v48 n2 p55-69 Sep 2013
This paper arises from a two-year project: "Teachers as writers: Transforming professional identity and classroom practice'" and draws on self-efficacy questionnaire data collected at the beginning and end of the project and interview data from five participating high-school teachers who were also co-researchers in the project. While the quantitative data reveal positive and frequently significant effects in terms of self-efficacy as writers and teachers of writing, the interview data show how changes in self-efficacy were moderated by the way individual teachers cognitively processed "source" data. The paper highlights the complex nature of domain-specific self-efficacy beliefs. It also teases out some implications in respect of the design and implementation of professional development based on Writing Workshop principles and practices. (Contains 4 tables.)
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A