Resumen de Effects of research-based teacher training on writing instruction practices
Stéphane Colognesi, Mélanie Deramaux, Silvia Lucchini, Liesje Coertjens
We explored whether training through and about research on effective writing practices would enable teachers to use these practices fully in their classrooms. To do this, we followed seven teachers who had participated in research on the teaching of writing. They had between 6 and 15 years of experience. Five of them teach at primary level and two at secondary level. They were trained in a program involving effective practices. They adapted the practices for their class with the referent researcher, implemented them in the classroom, and participated in the collection, analysis, and dissemination of data. This work took place over a year. Semi-structured interviews were conducted at least 1 year after this experience, to find out the effects of this training-research program. In the end, it appears that the participants in training and research had a desire to change their practices as a result of this experience. All of the seven teachers interviewed felt that they implemented rewrites, feedback, and scaffolding and were attentive to students’ relationship to writing. In addition, six of the seven teachers added peer evaluation and eliciting student metacognition. However, they specified that these practices were the most complex for them to implement, especially the metacognitive prompts.
