Supporting teachers teach writing in challenging contexts
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Authors
Kane, Patrice
Tangara, Moussa
Issue Date
2023
Educational Level
ISCED 6: Batchelor's or equivalent level
Curriculum Area
Geographical Setting
Mali
Abstract
Context: This research investigates teaching writing skills at secondary schools in Mali, targeting teachers and students aged 14 to 17. It explores the challenges of teaching writing in a remote environment exacerbated by the COVID-19 pandemic.
Aims: The study aims to improve the teaching of writing skills through WhatsApp mentoring, addressing teachers' lack of engagement and methodologies in writing instruction.
Methods: A qualitative approach was utilized, involving focus groups and questionnaires. Teachers provided videos and photos of their writing instruction, with ten teachers from Koulikoro, Sikasso, and the district of Bamako participating.
Findings: Teachers predominantly assigned essays and letters for homework but lacked specific approaches for teaching writing. The study introduced the product and process approaches to writing, alongside two writing activities, leading to enhanced teacher motivation and student engagement in writing tasks.
Implications: The findings underscore the effectiveness of innovative approaches and technology in teaching writing skills. Introducing the product and process approaches, along with implementation of engaging activities, can improve writing instruction and student outcomes.
Aims: The study aims to improve the teaching of writing skills through WhatsApp mentoring, addressing teachers' lack of engagement and methodologies in writing instruction.
Methods: A qualitative approach was utilized, involving focus groups and questionnaires. Teachers provided videos and photos of their writing instruction, with ten teachers from Koulikoro, Sikasso, and the district of Bamako participating.
Findings: Teachers predominantly assigned essays and letters for homework but lacked specific approaches for teaching writing. The study introduced the product and process approaches to writing, alongside two writing activities, leading to enhanced teacher motivation and student engagement in writing tasks.
Implications: The findings underscore the effectiveness of innovative approaches and technology in teaching writing skills. Introducing the product and process approaches, along with implementation of engaging activities, can improve writing instruction and student outcomes.
Description
Keywords (free text)
teacher support , online learning , messaging apps , writing , exploratory action research