Publicação
Relationships between primary teachers’ beliefs and their practices in relation to writing instruction
| Resumo: | 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. |
|---|---|
| Autores principais: | Gaitas, Sérgio Miguel Protásio |
| Outros Autores: | Martins, Margarida Alves |
| Assunto: | Beliefs Practices Teaching Written language Primary school |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Ispa-Instituto Universitário |
| Idioma: | inglês |
| Origem: | Repositório do Ispa - Instituto Universitário |
| _version_ | 1866252741677940736 |
|---|---|
| author | Gaitas, Sérgio Miguel Protásio |
| author2 | Martins, Margarida Alves |
| author2_role | author |
| author_facet | Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves |
| author_role | author |
| contributor_name_str_mv | Repositório do ISPA |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Gaitas, Sérgio Miguel Protásio\"},{\"Person.name\":\"Martins, Margarida Alves\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório do ISPA |
| datacite.creators.creator.creatorName.fl_str_mv | Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves |
| datacite.date.Accepted.fl_str_mv | 2015-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2015-06-08T19:02:22Z |
| datacite.date.embargoed.fl_str_mv | 2015-06-08T19:02:22Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Beliefs Practices Teaching Written language Primary school |
| datacite.titles.title.fl_str_mv | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction |
| dc.contributor.none.fl_str_mv | Repositório do ISPA |
| dc.creator.none.fl_str_mv | Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves |
| dc.date.Accepted.fl_str_mv | 2015-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2015-06-08T19:02:22Z |
| dc.date.embargoed.fl_str_mv | 2015-06-08T19:02:22Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10400.12/3740 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Routledge |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Beliefs Practices Teaching Written language Primary school |
| dc.title.fl_str_mv | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | 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. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ispa.pt/bitstreams/32db332a-b585-4b75-bbbf-7b0ebb85fae9/download |
| id | ispa_cd23f7f02eb32b9de211414e57b6f681 |
| identifier.url.fl_str_mv | http://hdl.handle.net/10400.12/3740 |
| instacron_str | ispa |
| institution | Ispa-Instituto Universitário |
| instname_str | Ispa-Instituto Universitário |
| language | eng |
| network_acronym_str | ispa |
| network_name_str | Repositório do Ispa - Instituto Universitário |
| oai_identifier_str | oai:repositorio.ispa.pt:10400.12/3740 |
| organization_str_mv | urn:organizationAcronym:ispa |
| person_str_mv | Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves |
| publishDate | 2015 |
| publisher.none.fl_str_mv | Routledge |
| reponame_str | Repositório do Ispa - Instituto Universitário |
| repository_id_str | urn:repositoryAcronym:ispa |
| service_str_mv | urn:repositoryAcronym:ispa |
| spelling | engRoutledgeporTeachers’ 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.application/pdfporRelationships between primary teachers’ beliefs and their practices in relation to writing instructionGaitas, Sérgio Miguel ProtásioMartins, Margarida AlvesHostingInstitutionOrganizationalRepositório do ISPAe-mailmailto:repositorio@ispa.ptrepositorio@ispa.ptISSNIsPartOf0267-1522DOIIsPartOf10.1080/02671522.2014.9084062015-06-08T19:02:22Z20152015-01-01T00:00:00ZHandlehttp://hdl.handle.net/10400.12/3740http://purl.org/coar/access_right/c_abf2open accessBeliefsPracticesTeachingWritten languagePrimary school139958 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorio.ispa.pt/bitstreams/32db332a-b585-4b75-bbbf-7b0ebb85fae9/downloadResearch Papers in Education30492505London |
| spellingShingle | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction Gaitas, Sérgio Miguel Protásio Beliefs Practices Teaching Written language Primary school |
| status | SINGLETON |
| subject.fl_str_mv | Beliefs Practices Teaching Written language Primary school |
| title | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction |
| title_full | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction |
| title_fullStr | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction |
| title_full_unstemmed | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction |
| title_short | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction |
| title_sort | Relationships between primary teachers’ beliefs and their practices in relation to writing instruction |
| topic | Beliefs Practices Teaching Written language Primary school |
| topic_facet | Beliefs Practices Teaching Written language Primary school |
| url | http://hdl.handle.net/10400.12/3740 |
| visible | 1 |