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**11** 

*Spain* 

 *University of Leon* 

**Diagnosis of Teachers' Practice** 

 **in the Teaching of Written Composition** 

Deilis Ivonne Pacheco Sanz and Jesús-Nicasio García-Sánchez

When considering the role of teachers in education an estimation and simplification could be made, indicating that their activity depends on factors that revolve around four key areas: students, time, space, and the characteristics of the institution. The enjoyment or discontent of their students, the number of students and the duration of the classes, the space available for physical activity and the support from other teachers and the institution, positively or negatively impact their availability to teach in a general sense and the selfregulation of their practice. We could say that understanding how a teachers' effectiveness influences overcoming the obstacles which are part of the process of education depends on many factors, including, among others, those described above, as well as other aspects, some of which will be studied in this article (Pacheco et al., 2009; Pacheco et al., 2008; Martin &

The knowledge on the effectiveness of teaching specific lessons, such as developing writing skills is somewhat limited for teachers. However, many of these barriers, and the effectiveness of teachers in handling them would seem to be a logical obstruction to achieving other objectives and outcomes in their classroom. In this way, *belief in the selfefficacy or individuals' the set of beliefs about their own ability to achieve certain results* is a variable

Beliefs concerning efficacy influence people's thoughts, both to stimulate and to disparage (optimism or pessimism) several aspects: the courses of action they choose to pursue, the challenges and goals that they set for themselves, their commitment to them, the amount of effort they invest in certain endeavors, the results they expect to achieve for their efforts, the magnitude of their perseverance against obstacles, the resistance to adversity, the levels of stress and pressure experienced when faced with challenging environment, and the achievements that they accomplish. The different areas of activity, performance, strategies, beliefs in the effectiveness for learning and developing their skills as teachers are some of the conditions associated with social cognitive theory. This theory presents some variation regarding the different domains of functioning (Álvarez et al., 2011; Pacheco et al., 2009;

In addition, teachers' perceptions motivation to implement new ideas and teaching methods can generate changes in their conceptions of the teaching-learning process (de Caso &

that needs to be considered in the study of teachers' practices (Bandura, 2005).

**1. Introduction** 

Hodges, 2003).

Bandura, 2005).

