Teachers as writers: learning together with others

Abstract

In the context of renewed interest in teachers' identities as writers and the writers as artisteducators, this paper reports upon the findings of 'Teachers as Writers ' (2015-2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary data sets: a qualitative dataset of observations, interviews, audio capture (of workshops, tutorials and co-mentoring reflections) and audio-diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence, and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools.

Narratives of professional development in a teachers’ creative writing group

“…This discovery is in line with previous research (e.g. Cremin et al 2020;Cremin and Oliver 2017;Yoo 2018). However, the findings of this study go beyond classroom practices and pedagogical insights.…”

“…According to a literature review by Cremin and Oliver (2017), pre-service and in-service teacher training programmes that give opportunities to reflect on personal writing histories, engage in writing, discuss textual processes and participate in a community of practice, can influence teachers' pedagogical practices as well as their perceptions of themselves as writers. Furthermore, taking part in a teachers' creative writing workshop, instructed by professional writers, encouraged the teachers to increase creative writing in their own classrooms, which seemed to positively impact their pupils' motivation and confidence towards writing (Cremin et al 2020). Cremin and Oliver (2017) suggest that teachers' confidence as writers influences their pedagogical choices regarding, for example, whether to offer more reflective approaches to their teaching of writing.…”

“…Cremin and Oliver 2017;Martin, Tarnanen, and Tynjälä 2018;Yoo 2018), there remains a gap in the research on teachers as writers and as writing teachers, and the dynamic interplay between these two roles (e.g. Cremin et al 2020).…”

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

“…Her repeated use of “love,” collocated with “literature,” “books,” and “sharing knowledge of literature,” indicates a predilection for using authentic texts to motivate students. Cremin et al (2020) supported this approach, yet also cautioned that teachers’ engagement in reading and writing is not sufficient for pedagogical transfer to classrooms. Another teacher, Verity, also indicates enabling expectations in her pedagogical approach but focuses on students as active designers of text, which has strong support from the research literature (see Kervin et al, 2017).…”

“…For example, a meta-analysis conducted by Graham et al (2018) showed the impact of (1) reading interventions on writing, (2) creating motivating environments, and (3) having teachers who engage in professional learning that enables them to experience the writing strategies they will employ. It is interesting to note, however, that Cremin et al (2020) found that teachers’ immersion in writing without direct links to content and pedagogical knowledge and transfer is not sufficient to improve students’ attainment of writing skills. In addition, McKeown et al (2016) found variable results in practice-based professional development (PD) and coaching programs for writing instruction.…”