What challenges do teachers face when researching writing instruction?

1 Finding a focus

One of the first challenges that teachers face when researching writing instruction is finding a clear and manageable focus for their inquiry. Writing instruction is a broad and complex topic that encompasses many aspects, such as curriculum, assessment, feedback, genre, process, strategy, motivation, and identity. Teachers may have multiple questions or interests related to writing instruction, but they need to narrow them down to a specific and feasible research question that can be answered within their context and timeframe. To find a focus, teachers can start by identifying a problem or a gap in their practice, reviewing the literature on their topic, consulting with their colleagues or mentors, and brainstorming possible research questions that are relevant, meaningful, and answerable.

2 Designing a method

Another challenge that teachers face when researching writing instruction is designing a suitable and ethical method for collecting and analyzing data. Writing instruction involves multiple sources and types of data, such as student texts, teacher feedback, classroom observations, interviews, surveys, portfolios, and journals. Teachers need to decide what kind of data will best answer their research question, how much and how often to collect it, how to store and organize it, and how to analyze and interpret it. They also need to consider the ethical issues involved in conducting research with their students, such as obtaining consent, protecting confidentiality, and avoiding harm or bias. To design a method, teachers can consult with their peers or experts, follow the guidelines of their institutions or associations, and use existing tools or frameworks to help them plan and conduct their research.

3 Managing time and resources

A third challenge that teachers face when researching writing instruction is managing their time and resources effectively. Researching writing instruction requires a lot of time and effort, both during and outside the school hours. Teachers need to balance their research activities with their teaching responsibilities, their personal and professional commitments, and their well-being. They also need to deal with the practical issues of conducting research in their classrooms, such as obtaining permission, accessing equipment, recruiting participants, and handling unexpected situations. To manage their time and resources, teachers can set realistic and flexible goals, create a timeline and a budget, seek support and collaboration from others, and monitor and adjust their progress regularly.

4 Writing up the results

A final challenge that teachers face when researching writing instruction is writing up their results in a clear and coherent way. Writing up research is a demanding and complex task that requires teachers to synthesize their data, articulate their findings, discuss their implications, and communicate their contribution to the field. Teachers need to follow the conventions and expectations of their genre, audience, and purpose, whether they are writing a report, an article, a presentation, or a poster. They also need to deal with the challenges of writing itself, such as generating ideas, organizing information, revising drafts, and editing errors. To write up their results, teachers can use models and mentors, seek feedback and peer review, use writing tools and strategies, and celebrate their achievements.

5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?