A cycle of insecurity: Primary teachers’ practices and resources for the teaching of written grammar

Figures & data

Table 1. Percentage of children performing at or above the national minimum standard in 2017 and 2021 (NAPLAN).

	Year 3 Australia	Year 3 WA	Year 5 Australia	Year 5 WA
Writing 2017	95.5%	94.9%	91.7%	91.4%
Writing 2021	96.7%	96.6%	93.3%	93.1%
Grammar and Punctuation 2017	94.4%	92.8%	92.3%	90.7%
Grammar and Punctuation 2021	94.4%	94.8%	93.9%	92.5%

Table 2. Interview participants: demographic data.

TEACHER eXPERIENCE
Less than 1 year	1 - 3 years	4 – 10 years	11 – 20 years	21 − 30 + years	31 – 40 years
10% (n = 1)	20% (n = 2)	20% (n = 2)	0%	30% (n = 3)	20% (n = 2)
GRADE LEVELS TAUGHT
Year 3		Year 4	Year 5	Year 5/6
50% (n = 5)		20% (n = 2)	10% (n = 1)	20% (n = 2)

Table 3. Summary of themes and subthemes.

	THEMES	SUBTHEMES
Definitions	Indefinite definitions	Nascent attempts Anything but functional
Beliefs	Necessity of teaching written grammar	Grammar is essential External requirements
	Impediments to the teaching of grammar	Complexity of writing School structures as impediments. Teacher frustration
	Fragile foundations of PCKAG	Limited confidence in PCKAG Use of metalanguage
Pedagogical Practices	Disconnected eclecticism	Disconnection from text Technology as entertainment
	Contextualised eclecticism	Connection to texts, genre, curriculum and writing Student focus Technology as a tool
Resources	Teachers as problem solvers	Resource creation Reflection and sharing
	Dissatisfaction and satisficing	Dissatisfaction with available resources Internet as resource of first choice
	Curriculum alignment	Alignment with curriculum Critique and selection