“Changing the Way I Teach”: Building Teacher Knowledge, Confidence, and Autonomy

Autor/inn/en	Dierking, Rebecca C.; Fox, Roy F.
Titel	“Changing the Way I Teach”: Building Teacher Knowledge, Confidence, and Autonomy
Quelle	In: Journal of Teacher Education, 64 (2013) 2, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487112462893
Schlagwörter	Professional Development; Middle School Teachers; Social Psychology; Group Dynamics; Self Concept; Coaching (Performance); Mentors; Attitude Change; Knowledge Base for Teaching; Writing Instruction; Writing Teachers; Creative Writing; Teacher Empowerment; Task Analysis; Interviews; Pretests Posttests; Classroom Observation Techniques; Teacher Surveys; Achievement Gains; Performance Factors; Cultural Context; Missouri + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Sozialpsychologie; Gruppendynamik; Selbstkonzept; Attitudinal change; Einstellungsänderung; Teaching theory; Theory of teaching; Unterrichtstheorie; Schreibunterricht; Kreatives Schreiben; Aufgabenanalyse; Interviewing; Interviewtechnik; Achievement gain; Leistungssteigerung; Leistungsindikator
Abstract	In this article, the authors examine the effect of a National Writing Project professional development model on a group of middle school writing teachers. The authors examine how contact with other professionals in intensive week-long sessions as well as mentoring from the professional development coach affected the teachers’ concept of themselves as professionals, as writers, and as colleagues, as well as how this attitudinal change affected their classrooms and students. The authors begin with an overview of recent scholarship on teacher “empowerment,” efficacy, and the National Writing Project. The authors then explicate their methodology and findings from this 2-year study, including how advanced knowledge builds confidence, how autonomy sustains empowerment, and how support can strengthen teachers, whereas other disempowering forces can negatively affect teacher actions. Implications for other professional development models as well as for future National Writing Project endeavors are included. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10