Linking teachers' beliefs and practices to an understanding of writing curriculum innovation in grades 7 through 12 in Chile
Authors: Chirag Bhrahmbhatt  
Published: April 2023

This research was conducted to collect information that may be used in arguing for the continuance of creative writing programmes in Chilean public schools, namely for grades seven through twelve. When attempting to improve the current educational system, it is essential to consider the views held by educators since these convictions influence how they evaluate the content of the classes they teach. As a consequence of this, the conceptual frameworks that teachers subscribe to have an impact on the way that they perceive the curriculum. Consequently, we arrived at the realisation that it would be beneficial to conduct research on the connections between the current implementation of the national curriculum by language teachers and their perceptions of the five accessible instructional paradigms for language learning. This led us to conclude that conducting this research would be beneficial. Even though it is very likely that attitudes regarding the instruction of writing are derived from concepts about the more general subject of language learning, we did consider this more general category. The results of our investigation, including its parts, are now accessible to the public after 182 teachers from around Chile responded to our questionnaire (response rate: 47 per cent).

Although the instructors indicated that four of the other curricular paradigms had exceptionally high levels of adherence in terms of practices and beliefs, the communicative paradigm, the fifth curricular paradigm, showed a low degree of adherence. This is even though the communicative paradigm is the fifth curricular paradigm. This was the situation regardless of the communicative paradigm being the sixth curricular paradigm. This particular paradigm is meant when people talk about the "curriculum paradigm." The sixth iteration of the curricular paradigm, known as the communicative paradigm, ultimately turned out to be quite similar to the previous iterations. It would appear that the instructors' perspectives on writing and other, more general issues were related to how successfully they could implement their instructional strategies for writing education in the classes they were responsible for instructing. This was the case because the instructors' ability to do so directly impacted the students' learning experiences. This was the case for several other, more fundamental features and their various perspectives on the process of writing. Based on the findings, public authorities should concentrate on enhancing the instructors' perspectives on writing instruction, particularly communicative writing instruction, and on the linkages between the five paradigms to improve writing education. This was found to be the case in order to improve writing education. In order to enhance instruction about writing. This is because the study indicates that these are the spheres in which the general people should concentrate most of their efforts. We think that efforts to improve education need to be concentrated on years 9–12 rather than grades 7-8 as a matter of public policy and the suggestions we offer to those in charge of making decisions. Regarding this matter, we have quite staunch opinions.