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ERIC Number: EJ1067192
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0267-1522
Relationships between Primary Teachers' Beliefs and Their Practices in Relation to Writing Instruction
Gaitas, Sérgio; Alves Martins, Margarida
Research Papers in Education, v30 n4 p492-505 2015
Teachers' beliefs are directly connected to their practices and have an impact on students' educational experiences and results. The aim of this study was to describe and examine the relationship between beliefs and practices linked to teaching students to write in the first four years of primary school. A total of 255 Portuguese primary school teachers participated in the study. A 52-item questionnaire was used to evaluate their beliefs, preferred activities and classroom organisation procedures in relation to writing instruction. Beliefs and classroom organisation procedures were subjected to factor analysis, whereas activities were considered individually. The analysis of teachers' beliefs revealed two different factors: (1) code-based beliefs and (2) meaning-based beliefs. The analysis of teachers' classroom organisation revealed three different factors: (1) pairs or small groups; (2) individual; and (3) whole classroom. Most of the participating teachers emphasised both explicit teaching and informal learning methods. There were significant associations between beliefs and activities and beliefs and classroom organisation procedures supported by code vs. meaning beliefs. However, the different associations revealed in the study showed that teachers combine multidimensional aspects in their writing instruction theory and practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A