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<p>Thirty-eight fourth through sixth grade teachers (28 females; 10 males) from urban schools in Chile were interviewed to determine how institutional factors acted as facilitators and/or barriers to the teaching of writing in the classroom. Regarding <i>institutional factors at the school-level,</i> teachers highlighted access to pedagogical resources and administrative support as the main factors that facilitated the teaching of writing, and, conversely, they indicated that class size, absence of administrative support, lack of resources, and scarcity of feedback on their writing instruction were the factors that most hindered writing instruction. Regarding <i>institutional-factors at the level of the educational system</i>, teachers expressed only negative views about the time available to teach and assess writing, the pressures of trying to cover all of the content prescribed (including reading), and the impact of preparing students for standardized tests (especially the National reading assessment). Implications and directions for future studies are mentioned.</p>

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Facilitators and barriers to writing instruction in Chile: teachers’ views about the role of institutional factors on teaching writing

  • 期刊论文

  • 发表日期：

    2026年4月17日

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  • Gerardo Bañales,
  • Silza Ahumada,
  • Steve Graham,
  • María Lidia Torres,
  • Marcela Guajardo

摘要

Thirty-eight fourth through sixth grade teachers (28 females; 10 males) from urban schools in Chile were interviewed to determine how institutional factors acted as facilitators and/or barriers to the teaching of writing in the classroom. Regarding institutional factors at the school-level, teachers highlighted access to pedagogical resources and administrative support as the main factors that facilitated the teaching of writing, and, conversely, they indicated that class size, absence of administrative support, lack of resources, and scarcity of feedback on their writing instruction were the factors that most hindered writing instruction. Regarding institutional-factors at the level of the educational system, teachers expressed only negative views about the time available to teach and assess writing, the pressures of trying to cover all of the content prescribed (including reading), and the impact of preparing students for standardized tests (especially the National reading assessment). Implications and directions for future studies are mentioned.