This thesis presents an investigation of the resources used by Western Australian Primary School teachers to inform the teaching of written grammar. The social constructivist paradigm framed the study which used a mixed methodology approach. The findings indicated that participating teachers, whilst believing in the importance of teaching written grammar, found grammar difficult and complex to teach and reported difficulty in locating appropriate resources to assist them. These findings are important in the context of current discourse regarding teacher pedagogical content knowledge about written grammar. The thesis has important implications for curriculum development, professional learning and teacher practice.
|Award date||5 Oct 2020|
|Publication status||Unpublished - 2020|