This paper investigates the reported frequency of the use of evidence-based writing practices (EBWPs) by
teachers (N = 51) in primary and secondary school classrooms in a sample of schools in the Barcelona
metropolitan area (Spain), and how teacher beliefs contribute to the reported use of EBWPs. The results
showed that the ...»»»»
This paper investigates the reported frequency of the use of evidence-based writing practices (EBWPs) by
teachers (N = 51) in primary and secondary school classrooms in a sample of schools in the Barcelona
metropolitan area (Spain), and how teacher beliefs contribute to the reported use of EBWPs. The results
showed that the teachers declared to implement most of the EBWPs from previous studies. The three most
frequent declared practices were 1) give praise individually for writing, 2) teaching writing strategies for
planning and writing skills, and 3) using text assessment as a guide to shape instructions. Regarding teachers’
beliefs about teaching writing, the study focused on teachers’ attitudes and teacher efficacy. The results
on attitude showed that teachers had a positive attitude toward writing. Results regarding teacher efficacy
showed that teachers felt quite efficacious, especially when they were required to determine the level of
difficulty in written assignments. A factor analysis of the EBWPs showed that the two main factors for the
frequency of reported use of EBWPS were strategy teaching for evidence-based writing and writing practices
based on text assessment. PLS regression analyses showed that the reported frequency of use of EBWPs
was highly predicted by the feeling of efficacy of teachers.^^^^
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Citació Bibliogràfica:
Birello, M., Comajoan-Colomé, L., Sorolla, N. (2022). Reported evidence-based writing practices and teachers' beliefs in Catalonia, Spain: an exploratory study. L1-educational Studies In Language And Literature, 22(410). https://doi.org/10.21248/l1esll.2022.22.1.410