A Qualitative Examination of Pre-service Teachers’ Perceptions of Self-Efficacy for Teaching Writing

The purpose of this research was to determine self-efficacy levels of Secondary English Education pre-service teachers attending two public universities concerning writing and the teaching of writing. The study found that pre-service teachers were confident and identified as writers, but they felt uncertain as teachers of writing. Past teachers’ praise was found to positively increase writing self-efficacy. Even though pre-service teachers enjoyed and looked forward to teaching writing, they felt they needed more time in the classroom and preparation from college courses. College courses were found to be lacking in the preparation needed for teaching writing. Pre-service teachers did not spend as much time having students write as read, and when they implemented writing practices, it was a piecemeal approach

A 'PASEO' Approach: Regionally contextualized and integrated engagement, dialoguing, knowledge sharing and communication

In research for development (R4D) and programmatic research work for development knowledge sharing and knowledge management, engagement and networking is essential for achieving behavioral change. R4D is about making sure research is contributing to positive development agendas and changes. We need to engage and communicate internally within our projects with the potential users of our results who can influence and implement change. It is important to clearly distinguish—from the beginning—the difference between this ‘internal communication’, what we will refer to as the ‘paseo approach’, and corporate communications. This document will elaborate the key characteristics/principles/good practices of what we aim for in internal project communications, the ‘paseo approach’, and what it requires in terms of processes, competencies and skills in the people who undertake it