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Teachers as writers: learning together

Grainger, Teresa (2005). Teachers as writers: learning together. English in Education, 39(1) pp. 75–87.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1111/j.1754-8845.2005.tb00611.x
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Abstract

This paper reports upon the insights gained through working with teachers as writers at their own level. As part of a two-year research project into the development of children's voice and verve in writing, a group of fourteen teachers' reflective journeys as writers were documented. Two other groups of teachers and one group of student teachers also took part in writers' workshops across the same period. The data encompassed: questionnaires, observations and teacher commentaries on their own writing, as well as interviews. A number of issues emerged, including: the tension between public and private writing and the security of the writing environment; authenticity in modelling writing; the importance of re-reading writing at the point of composition; the significance of choice and autonomy in writing and the potency of drama as an ideational and reflective tool. The consequences for classroom practice are also considered. It is argued that in order to enhance the teaching of writing, teachers and student teachers need real opportunities to write at their own level and reflect upon the process.

Item Type: Journal Article
ISSN: 0425-0494
Keywords: writers; authentic modelling; re-reading writing; autonomy; engagement; reflection;
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 16431
Depositing User: Wendy Hunt
Date Deposited: 29 May 2009 11:02
Last Modified: 23 Oct 2012 09:21
URI: http://oro.open.ac.uk/id/eprint/16431
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