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Teachers as Writers: Implications for Identity

Cremin, Teresa and Baker, Sally (2014). Teachers as Writers: Implications for Identity. PETAA, Sydney: Australia .

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Abstract

Writers’ identities matter: influenced by personal histories and experiences, our identities as writers influence the way in which we approach writing and are likely to influence our teaching of writing. Teachers’ writing identities deserve more recognition and development in schooling. This PETAA paper, drawing upon research in this area, seeks to enable teachers to reflect upon themselves as writers outside the school context, and explores multiple ways in which teachers can model being a writer in the classroom. It provides some examples and illustrations of the benefits and challenges involved in teachers’ positioning themselves as writers in the classroom.

Item Type: Other
Copyright Holders: 2014 PETAA – Primary English Teaching Association Australia
Extra Information: ISSN: 2200-2189
Keywords: teachers; writers; identities; teacher positioning as a writer in the classroom.
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 41533
Depositing User: Teresa Cremin
Date Deposited: 17 Dec 2014 13:39
Last Modified: 07 Feb 2017 11:49
URI: http://oro.open.ac.uk/id/eprint/41533
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