RR 92-3 Teachers' changing conceptions of writing instruction.
Abstract
This paper explores the changing conceptions about writing instruction of three teachers who participated in the Teachers College Writing Project. Using research methods drawing from interpretive/qualitative assumptions, the researcher found that all three teachers changed their ideas about the teacher-student relationship, the goals and purposes of writing, and their pedagogy in ways that were consistent with the Writing Project philosophy. However, influenced by their prior experiences with writing instruction, teachers changed in different ways and to different degrees. The cases presented lend support to the effectiveness of a particular staff development project, while demonstrating differences in teachers' understandings.