Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices
DOI:
https://doi.org/10.17239/jowr-2022.13.03.02Keywords:
writing instructions, writing beliefs, secondary teachers, writing curriculum, SpanishAbstract
This study aimed to provide evidence for continuing the innovation of writing instruction in Grades 7-12 of Chilean public schools. Teachers' beliefs influence their curricular interpretations; therefore, these beliefs play a key role when aiming for educational innovation. Hence, we investigated the relations between Language teachers’ current practices of implementing the national curriculum and their beliefs regarding five paradigms of Language instruction. While beliefs on writing instruction are possibly embedded in beliefs on the broader topic of Language instruction, we took this broader category into account. We obtained 182 completed surveys from teachers of all Chilean regions (response rate: 47%). Teachers reported a rather strong adherence to four curricular paradigms both in terms of practices and beliefs, while the fifth, the communicative paradigm, demonstrated a low level of adherence. The strength of the implementation of teachers´ practices of writing instruction seemed to be related to teachers´ beliefs, about writing and more general aspects as well. The results suggest that policymakers must focus public efforts on reinforcing teachers’ beliefs regarding writing instruction, especially regarding communicative writing and on the connections between the five paradigms. In addition, we recommend that public efforts prioritize improvements in Grades 9-12 over Grades 7-8.
References
Agencia Nacional de la Educación (n.d). SIMCE. Retrieved from https://www.agenciaedu-cacion.cl/evaluaciones/que-es-el-simce/
Arellano, J.P. (2001). La reforma educacional chilena [The Chilean educational reform]. Revista CEPAL (Economic Comission for Latin America and Caribe), 73, 83-94. http://www.institut-gouvernance.org/es/document/fiche-document-150.html
Assaf, L. C., Ralfe, L., & Steinbach, B. (2016). South African teachers learning to become writers and writing teachers: A study of generative learning. Teaching and Teacher Education, 56, 173–184. https://doi.org/10.1016/j.tate.2016.02.011
Ávalos, B. (2010). Teacher identity construction in reform driven contexts (2010). Journal of All India Association for Educational Research, 22(2).www.ejournal. aiaer.net
Ávalos, Beatrice. (2016). Developing professionalism in uncertain educational environments: A trajectory study of new teachers in Chile, presented at the American Educational Research Association (AERA) Annual Meeting, Washington D.C., April 2016. https://www.researchgate.net/publication/301328557_Developing_professionalism_in_uncertain_educational_environments_A_trajectory_study_of_new_teachers_in_Chile
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice-Hall.
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: a national survey. Reading and Writing. https://doi.org/10.1007/s11145-020-10055-z
Bañales, G., Ahumada, S., Martínez, R., Martínez, M., & Messina, P. (2018). Investigaciones de la escritura en la educación básica en Chile: revisión de una década (2007-2016) [Research of writing in primary education in Chile: A review of a decade (2007-2016)]. RLA. Revista de Lingüística Teórica y Aplicada, 56(1), 59–84.
https://doi.org/10.4067/s0718-48832018000100059
Barton, D.,; Ivanic, R., &; Hamilton, M. (2000). Situated literacies: Theorising reading and writing in context. London: Routledge.
Bellei, C., Contreras, M., Canales, M., & Orellana, V. (2019). The production of socio-economic segregation in chilean education: school choice, social class and market dynamics. In X. Bonal, & C. Bellei (Eds.) Understanding school segregation. Patterns, causes, and consequences of spatial inequalities in education (p.221-240). London: Bloomsbury.
Bereiter, C., & Scardamalia, M. (2009). The psychology of written composition. New York: Routledge.
Bouwer, R.,; Koster, M., &; van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1):58-71. https://doi.org/10.1037/edu0000206
Brindle, M. (2013). Examining relationships among teachers’ preparation, efficacy, and writing practices. Nashville: Vanderbilt University.
Bustos Balladares, A. (2019). Desarrollo emocional del profesor: una dimensión que urge cultivar en la sociedad actual [Teachers’ emotional development: a dimension that is urges to cultivate in nowadays’ society]. In Torres Durán, B. (Ed.), Educación, escuela y profesorado: Aportes desde el consejo de decanos de facultades de educación del consejo de rectores de las universidades chilenas. [Education, school and teachers: Contributions from the Deans of Faculties of Education of the Council of Rectors of Chilean Universities] (pp. 13-27). Concepción: Universidad de Concepción.
Cabezas, V., Paredes, R., Bogolasky, F., Rivero, R., & Zarhi, M. (2017). First job and the unequal distribution of primary school teachers: Evidence for the case of Chile. Teaching and Teacher Education, 64, 66–78. https://doi.org/10.1016/j.tate.2017.01.017
Centro de Estudios MINEDUC.(2017). Directorio oficial de docentes 2017 [Official directory of teachers 2017]. http://datosabiertos.mineduc.cl/
Clark, C. & Peterson, P. (1986). Teachers’ thought processes. In M. Wittrock (Ed.) Handbook of Research on Teaching (3rd ed., p. 255-296). New York: Mac Millan.
Cornejo Chávez, R. (2009). Condiciones de trabajo y bienestar/malestar docente en profesores de enseñanza media de Santiago de Chile [Secondary teachers working conditions and wellbeing / illbeing in Santiago de Chile]. Educação & Sociedade, 30(107), 409–426. https://doi.org/10.1590/s0101-73302009000200006
Correa, R., Tapia, M., Neira, A. & Ortiz, M. (2013). Teorías personales de docentes de lengua sobre la enseñanza de la escritura en el sistema de educación pública chilena. [Language teacher personal theories about teaching writing in the chilean public educational system] Trab. Ling. Aplic., Campinas, 52(1), 165–184. https://doi.org//10.1590/S0103-18132013000100010.
Cox, C. (2001a). Políticas de reforma curricular en Chile [Curricular reform policies in Chile]. Pensamiento Educativo, 29, 177-193. http://pensamientoeducativo.uc.cl/
Cox, C. (2001b). El curriculum escolar del futuro [The scholar curriculum of the future] Revista Perspectivas, 4(2), 213–232.from http://www.dii.uchile.cl/~revista/
Cummings, P. (2017, February 21). Student movement in Chile: Explaining a protest paradox. Panoramas.https://www.panoramas.pitt.edu/health-and-society/student-movement-chile-explaining-protest-paradox
Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907–919. https://doi.org/10.1037/a0012656
De Smedt, F. & Van Keer, H. (2018).Fostering writing in upper primary grades: a study into the distinct and combined impact of explicit instruction and peer assistance. Reading and Writing, 31(2), 325–354. https://doi.org/10.1007/s11145-017-9787-4
De Smedt, F., Van Keer, H., & Merchie, E. (2016). Student, teacher and class-level correlates of Flemish late elementary school children’s writing performance. Reading and Writing, 29(5), 833–868. https://doi.org/10.1007/s11145-015-9590-z
Dillman, D; Smyth, J., & Christian, L.M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th ed.). New Jersey: John Wiley and Sons.
Dix, S. (2012). Discursively complex identities of New Zealand teachers of writing in times of contestation and change. Teaching and Teacher Education, 28(3), 405–417.
https://doi.org/10.1016/j.tate.2011.11.004
Espinosa, M.J. (2018). Enseñanza de la escritura en la escuela: Qué, cómo y por qué enseñan así los docentes [Writing instruction in the school: Understanding the what, how and why of teachers practices] (Doctoral dissertation) Universidad Alberto Hurtado, Santiago, Chile. http://repositorio.uahurtado.cl/handle/11242/24204.
Espinoza, O., González, L. E., McGinn, N., Sandoval, L., & Castillo, D. (2020). Should universities train teachers for employability or for effectiveness? Teaching and Teacher Education, 88, 102960. https://doi.org/10.1016/j.tate.2019.102960
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Brighton: University of Sussex.
Flores-Ferrés, M.; van Weijen, D., & Rijlaarsdam, G. (2020). Teachers' writing practices and contextual features in grades 7-12 of chilean public schools. Journal of Writing Research, 12(2), 365-417. https://doi.org/https://doi.org/10.17239/jowr-2020.12.02.03
Flórez Petour, T. (2011). Lengua castellana y comunicación en el aula de educación secundaria [Spanish Language and Communication in secondary classrooms]. Revista Latinoamericana de Estudios Educativos, 41(1-2), 61-102.
https://www.redalyc.org/pdf/270/27021144003.pdf
Flotts, P.,; Manzi, J,; Lobato, P.,; Durán, M.I.,; Díaz, M.P. &; Abarzúa, A. (2016). Aportes para la enseñanza de la escritura [Contributions for writing instruction]. Santiago: UNESCO Santiago.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387 365. https://doi.org/10.2307/356600
Fonseca-Chacana, J. (2019). Making teacher dispositions explicit: A participatory approach. Teaching and Teacher Education, 77, 266–276. https://doi.org/10.1016/j.tate.2018.10.018
Gillespie, A., Graham, S., Kiuhara, S., & Hebert, M. (2014). High school teachers use of writing to support students’ learning: a national survey. Reading and Writing, 27(1043–1072). https://doi.org/10.1007/s11145-013-9494-8
Gómez, G., Sotomayor, C., Jéldrez, E., Bedwell, P. & Domínguez, A. M. (2016). La producción escrita de estudiantes y escuelas en base a resultados Simce, factores contextuales y modelos de buenas prácticas docentes. [Written production of students and schools based on SIMCE results, contextual factors and models of good teaching practices]. Chile: Centro de Estudios Ministerio de Educación. https://centro-estudios.mineduc.cl/wp-content/uploads/sites/100/2017/07/INFORME-FINAL-F911437.pdf
Grabowski, J.; Mathiebe, M.; Hachmeister, S., & Becker-Mrotzek, M. (2018). Teaching perspective taking and coherence generation to improve cross-genre writing skills in secondary grades: A detailed explanation of an intervention. Journal of Writing Research, 10(2), 331–356. https://doi.org/10.17239/jowr-2018.10.02.06
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277–303. https://doi.org/10.3102/0091732x18821125
Graham, S., & Rijlaarsdam, G. (2016). Writing education around the globe: Introduction and call for a new global analysis. Reading and Writing, 29(5),
–792. https://doi.org/10.1007/s11145-016-96401
Graham, S., Capizzi, A., Harris, K. R., Hebert, M., & Morphy, P. (2013). Teaching writing to middle school students: a national survey. Reading and Writing, 27(6), 1015–1042. https://doi.org/10.1007/s11145-013-9495-7
Graham, S., Harris, K. R., MacArthur, C. A., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing. The Elementary School Journal, 115(4), 523–547. https://doi.org/10.1086/681947
Guba, E. (1990). The paradigm dialog. London: SAGE publications.
Gysling, J. (2016). The historical development of educational assessment in Chile: 1810–2014. Assessment in Education: Principles, Policy & Practice, 23(1), 8–25.
https://doi.org/10.1080/0969594x.2015.1046812
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In Levi, C. M. & Ransdell, S. (Eds.) The science of writing: theories, methods, individual differences and applications (pp. 6-44). New Jersey: Lawrence Erlbaum.
Holzberger, D., Philipp, A. & Kunter, M. (2014). Predicting teachers’ instructional behaviors: The interplay between self-efficacy and intrinsic needs. Contemporary Educational Psychology, 39, 100-111. https://doi.org/10.1016/j.cedpsych.2014.02.001
Hymes, D.H. (1972). On communicative competence. In J.B. Pride, & J. Holmes (Eds.), Sociolinguistics. Selected Readings (part 2, p. 262-293). Harmondsworth: Penguin.
Jesson, R., & Parr, J. (2019). Writing interventions that respond to context: Common features of two research practice partnership approaches in New Zealand. Teaching and Teacher Education, 86, 102902. https://doi.org/10.1016/j.tate.2019.102902
Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136–160.
https://doi.org/10.1037/a0013097
Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311–350.https://doi.org/10.17239/jowr-2016.07.03.01
Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago.
Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), 12–23. https://doi.org/10.1016/j.tate.2008.06.001
Leicht, A., Heiss, J., & Byun, W. (2018). Issues and trends in education for sustainable development, education on the move, UNESCO Publishing: Paris. http://unesdoc.unesco.org/images/0026/002614/261445e.pdf>.
Lipson, M. , Mosenthal, J. Daniels, P. & Woodside- Jiron, H. (2000). Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning. The Elementary School Journal, 101,(2),. 209-231. https://doi.org/10.1086/499665
McCartey, S., & Mkhize, D.(2013). Teachers’ orientations towards writing. Journal of Writing Research, 5(1), 1-33. https://doi.org/10.17239/jowr-2013.05.01.1
McNeil, J.D. (1998). Curriculum: A comprehensive introduction. (5th ed.). New York: HarperCollins.
Meneses, A. (2008). Leer y escribir en una escuela chilena: Representaciones discursivas de los diferentes agentes educativos en las áreas prioritarias delcurrículo escolar en NB3. Revista Signos, 41(67), 257-278. . https://doi.org/10.4067/s0718-09342008000200010
Messer, B. L., & Dillman, D. A. (2011). Surveying the general public over the internet using address-based sampling and mail contact procedures. Public Opinion Quarterly, 75(3), 429–457. https://doi.org/10.1093/poq/nfr021
Middle school students started a movement that has paralyzed Chile’s capital. (2019, October 19). Los Angeles Times. https://www.latimes.com/world-nation/story/2019-10-19/protests-paralyze-chile-capital
MINEDUC. (2009a). Objetivos fundamentales y contenidos mínimos obligatorios de la Educación Básica y Media. Actualización 2009 [Fundamental objectives and minimum obligatory contents for primary and secondary education. 2009 Update] http://www.agenciaeducacion.cl/wp-content/uploads/2013/02/Marco-Curricular-y-Actualizacion-2009-I-a-IV-Medio.pdf
MINEDUC. (2009b). Fundamentos del ajuste curricular en el sector de Lenguaje y Comunicación [Foundations of the curricular adjustment of Language and Communication] http://ww2.educarchile.cl/UserFiles/P0001/File/ajuste_curricular/ Fundamentos_Lenguaje.pdf
MINEDUC. (2012). Bases curriculares de la educación básica [Curricular framework for primary education]. https://www.curriculumnacional.cl/614/articles-22394_bases.pdf
MINEDUC. (2013). Bases curriculares de Séptimo básico a Segundo medio: Lengua y LLiteratura [Curricular framework for grades from 7th to 10th: Language and Literature]. http://www.curriculumenlineamineduc.cl/605/articles-30013_recurso_17_08.pdf
MINEDUC. (2019). Texto definitivo. Bases curriculares 3° y 4° medio [Final text: Curricular framework for Grades 11-12]. Author. https://www.curriculumnacional.cl/ portal/Secciones/3-y-4-medio/89597:3-y-4-ano-medio-Nuevo-Curriculum
Moffett, J. (1983). Teaching the universe of discourse. Portsmouth: Heinemann.
Nicholls, S. (2009). Beyond expressive writing. Journal of Health Psychology, 14(2), 171–180.https://doi.org/10.1177/1359105308100201
OECD. (2018). Effective teacher policies: Insights from PISA. PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264301603-en
OECD. (2019). Students’ socio-economic status and performance. In Author (Ed.). PISA 2018 Results (Volume II): Where All Students Can Succeed. https://doi.org/10.1787/b5fd1b8f-en
Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307 -332.
doi.org/10.3102/00346543062003307
Parr, J. M., & Limbrick, L. (2010). Contextualising practice: Hallmarks of effective teachers of writing. Teaching and Teacher Education, 26(3), 583–590.
https://doi.org/10.1016/j.tate.2009.09.004
Prior, P. (2006). A sociocultural theory of writing. In MacArthur, C.; Graham, S. & Fitzgerald, J. (Eds.), Handbook of writing research (p. 54–66). New York: The Guilford Press.
Programa de educación intercultural bilingue MINEDUC. (2017). Programa de educacióon intercultural bilingue 2010 – 2016 [Program of Intercultural Bilingual Education 2010–2016]. Santiago: Author.
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28, 4-13. doi.org/10.1002/bs.3830280103
Rietdijk, S., Janssen, T., van Weijen, D., Van den Bergh, H., & Rijlaarsdam, G. (2017). Improving writing in primary schools through a comprehensive writing program. Journal of Writing Research, 9(2), 173–225. https://doi.org/10.17239/jowr-2017.09.02.04
Rietdijk, S., van Weijen, D., Janssen, T., Van den Bergh, H., & Rijlaarsdam, G. (2018). Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills. Journal of Educational Psychology, 110(5), 640–663. https://doi.org/10.1037/edu0000237
Rijlaarsdam, G., & Braaksma, M. (2015). Introduction to the special issue on writing-to-learn studies. Journal of Writing Research, 7(1), 1–4. https://doi.org/10.17239/jowr-2015.07.01.01
Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., & Raedts, M. Toorenaar, A. & Van den Bergh, H. (2008). Observation of peers in learning to write. Practise and research. Journal of Writing Research, 1(1), 53–83. https://doi.org/10.17239/jowr-2008.01.01.3
Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Raedts, M., Van Steendam, E., Toorenaar, A., Van den Bergh, H. (2009). The role of readers in writing development: Writing students bringing their texts to the test. In R. Beard, D. Myhill, J. Riley & M. Nystrand (Eds.). The SAGE handbook of writing development (p. 436-452). London: SAGE publications.
Rosenfeld, B., Imai, K., & Shapiro, J. N. (2015). An empirical validation study of popular survey methodologies for sensitive questions. American Journal of Political Science, 60(3), 783–802. https://doi.org/10.1111/ajps.12205
Ryan, A., Kuusinen, C. & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147-156. https://doi.org/10.1016/j.cedpsych.2015.01.002
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/bf00117714
Santiago, P., Benavides, F., Danielson, C., Goe, L., Nusche, D. (2013). Teacher evaluation in Chile 2013. https://doi.org/10.1787/9789264172616-en
Santiago, P., Fiszbein, A., García-Jaramillo, S. & Radinger, T. (2017). OECD Reviews of school resources: Chile 2017. In OECD Reviews of School Resources, OECD Publishing. doi.org/10.1787/9789264285637-en
Sawyer, W., & Van de Ven, P. (2006). Starting points. Paradigms in mother-tongue education. L1- Educational Studies in Language and Literature, 7(1), p. 5-20.
https://doi.org/10.17239/l1esll-2007.07.01.06
Schiefele, U., & Schaffner, E. (2015). Teachers interest, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171. https://doi.org/10.1016/j.cedpsych.2015.06.005
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Silva Peña, I., Tapia, T., & Ibáñez, M. (2016). Concepciones docentes sobre la escritura en primer año de Educación Básica. Paradigma, 37(1) 46 – 60.
http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1011-22512016000100004
Sturk, E., & Lindgren, E. (2019). Discourses in teachers’ talk about writing. Written Communication, 36(4), 503–537. https://doi.org/10.1177/0741088319862512
Ten Brinke, S. (1976). The complete mother-tongue curriculum. Groningen, the Netherlands: Wolters- Noordhoff Longman.
Troia, G., Lin, S., Cohen, S., & Monroe, B. (2011). A year in the writing workshop: linking writing instruction practices and teachers’ epistemologies and beliefs about writing instruction. The Elementary School Journal, 112(1), 155-182. https://doi.org/10.1086/660688
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher Efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
https://doi.org/10.3102/00346543068002202
UNESCO.(2012). International standard classification of education ISCED 2011. Montreal: UNESCO Institute for Statistics.
UNESCO.(2015). Rethinking education: Towards a global common good? Paris: Author.
UNESCO.(2016). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Paris, France: Author.
Veiga Simão, A. M., Abreu Malpique, A., Bagagnolo Frison, L., & Marques, A. (2016). Teaching writing to middle school students in Portugal and in Brazil: an exploratory study. Reading and Writing, 29(5), 955–979. https://doi.org/10.1007/s11145-015-9606-8
Viennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework. (OECD working paper No. 162). https://doi.org/10.1787/fc467a64-en
Von Suchodoletz, A., Jamil, F., Larsen, R., & Hamre, B. (2018). Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study. Teaching and Teacher Education, 75, 278-289. https://doi.org/10.1016/j.tate.2018.07.009
Wang, E.L., & Mastumara, L.C. (2018). Text-based writing in elementary classrooms: teachers’ conceptions and practice. Reading and Writing, 32(2), 405–438.https://doi.org/10.1007/s11145-018-9860-7
Zee, M., & Koomen, H. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: a synthesis of 40 years of research. Review of Educational Research, 86(4) (981-1015). https://doi.org/10.3102/0034654315626801
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Magdalena Flores-Ferrés, Daphne Van Weijen, Gert Rijlaarsdam
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
