Arizona State University, Tempe, AZ, USA.
University of Tennessee, Knoxville, TN, USA.
J Deaf Stud Deaf Educ. 2021 Jun 14;26(3):438-450. doi: 10.1093/deafed/enab012.
Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is innate or fixed, slightly disagreed that knowledge about writing is certain, and were equally split about whether writing knowledge comes from authorities and experts. On average, teachers applied the twenty-two instructional writing practices surveyed at least once a month. They reported their students wrote weekly, and their writing was supported through goal setting, feedback, and prewriting activities. Writing instruction mostly focuses on teaching grammar and how to plan compositions. Teacher self-efficacy uniquely and statistically predicted reported teaching practices after attitude toward writing, and epistemological beliefs were first controlled. Recommendations for future research and implications for practice are presented.
对 44 名聋人和重听学生的基础年级教师进行了调查，了解他们如何教授写作以及他们对写作的看法。关于写作的信念包括他们教授写作的自我效能感、对写作的态度以及对写作的认识论信念。这些教师来自美国的 15 个不同州，他们对自己作为写作教师的效能感略持肯定态度，对写作也略持积极态度。他们略同意学习写作需要努力和过程，中度不同意写作发展是天生的或固定的，略不同意写作知识是确定的，并且对写作知识是否来自权威和专家持同等看法。平均而言，教师至少每月应用调查的 22 种教学写作实践一次。他们报告说，他们的学生每周写作一次，他们的写作通过目标设定、反馈和写作前活动得到支持。写作教学主要侧重于教授语法和如何规划作文。在控制了对写作的态度和认识论信念之后，教师的自我效能感可以独特地且从统计学上预测报告的教学实践。本文提出了未来研究的建议和实践启示。
