Sérgio Gaitas|Margarida Alves Martins
Relationships between primary teachers’ beliefs and their practices in relation to writing instruction
teachers beliefs directly connected practices impact students educational experiences results aim study describe examine relationship beliefs practices linked teaching students write first four years primary school total 255 portuguese primary school teachers participated study 52item questionnaire used evaluate beliefs preferred activities classroom organisation procedures relation writing instruction beliefs classroom organisation procedures subjected factor analysis whereas activities considered individually analysis teachers beliefs revealed two different factors 1 codebased beliefs 2 meaningbased beliefs analysis teachers classroom organisation revealed three different factors 1 pairs small groups 2 individual 3 whole classroom participating teachers emphasised explicit teaching informal learning methods significant associations beliefs activities beliefs classroom organisation procedures supported code vs meaning beliefs however different associations revealed study showed teachers combine multidimensional aspects writing instruction theory practice