Teachers as writing students: narratives of professional development in a leisure-time creative writing community

Martin, Anne; Rautiainen, Anne Mari; Tarnanen, Mirja; Tynjälä, Päivi

doi:10.1080/13664530.2022.2083220

Cited by 3 publications

(3 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is a significant difference in favor of those who have not taken courses before, that is, those who have not taken courses, even with a small margin, feel the need for professional development. In the study conducted by Martin, Rautiainen, Tarnanen & Tynjälä (2022) it is emphasized that teachers should include activities that will improve their creativity in their professional development processes. The study conducted by Yenice and Yavaşoğlu (2018), it was aimed to determine the individual innovativeness and individual creativity levels of science teacher candidates, and to determine the relationship between individual innovativeness levels and individual creativity.…”

Section: Results Conclusion and Recommendationsmentioning

confidence: 99%

Creativity as a Cross-program Skill of Teachers: Based on TALIS 2018 Data

Ilgaz

Eskici

2022

International Journal on Lifelong Education and Leadership

View full text Add to dashboard Cite

The aim of this study is to examine the relationship between teachers' sense of readiness to teach cross-curricular skills (eg creativity, critical thinking, problem solving) and their professional development needs for this area. In addition, it has been tried to examine whether the professional development needs of teachers for teaching cross-program skills (for example, creativity, critical thinking, problem solving) change according to whether previous teacher trainings have taken courses in this field. The research is in scanning model. The participants of the research are the teachers who answered the questions of the research who participated in The Teaching and Learning International Survey (TALIS). While the first sub-problem was analyzed with the data of 236409 teachers, the second sub-problem was examined with the data of 247597 teachers. The data of the research was obtained from the TALIS 2018 page. Within the scope of TALIS 2018, teachers' perceptions of their readiness to teach cross-program skills (for example, creativity, critical thinking, problem solving) were asked as an ordinal scale as "Not at all", "Somewhat", "Well", "Very well". The needs of participation in professional development activities were asked as "No need at present", "Low level of need", "Moderate level of need" and "High level of need". In the analysis of the data, the Goodman-Kruskal Gamma test was used to determine the relationship in ordinal scales. Mann-Whitney U test was applied for 2 X c dimensional tables to determine the change according to previous course taking. In order to determine whether there is a relationship between the questions, the Gamma coefficient and the Mann-Whitney U test were performed for the groups as (2Xc). According to the findings of the study, a moderately inverse significant relationship was found between the teachers' feeling ready to teach cross-program skills (eg creativity, critical thinking, problem solving) and their professional development needs for this area. On the other hand, teachers' cross-program skills (eg creativity, critical thinking, problem solving) change their professional development needs for teaching compared to taking courses in previous teacher trainings. There is a significant difference in favor of those who have not taken courses before, that is, those who have not taken a course, even with a small margin, feel the need for professional development.

show abstract

Section: Results Conclusion and Recommendationsmentioning

confidence: 99%

Creativity as a Cross-program Skill of Teachers: Based on TALIS 2018 Data

Ilgaz

Eskici

2022

International Journal on Lifelong Education and Leadership

View full text Add to dashboard Cite

show abstract

“…In other studies beyond NWPs, CW has been shown to support positive changes for subject-matter teacher development (Cremin & Locke, 2016), such as stronger identities as teachers of writing (Zoch et al, 2016), deeper thinkers about writing and the writing process (e.g., Cremin et al, 2019), and increased relaxation as an antidote against teacher burnout (Martin et al, 2022).…”

Section: Benefits Of Cw For Subject-matter (Non-l2) Teacher Developmentmentioning

confidence: 94%

Continuing language teacher education: L2 experienced teachers engage in the craft of creative writing

Rosenfeld

2024

JLT

View full text Add to dashboard Cite

Written self-expression in a foreign or second language (L2) is highly important for the 21st century yet the most difficult and underdeveloped of the four language skills. A promising direction to ensure L2 teacher motivation and writing skills is for them to experience the process of developing their own expressive writing. Experienced L2 teachers, many non-native English-speaking teachers (NNESTS) worldwide, often lack opportunities and motivation to improve their own L2 expressive writing. This exploratory study investigated the professional development (PD) of 15 experienced L2 teachers in an M.Ed. program who engaged with unique CW craft tools in a semester workshop course. Creative writing (CW) has been shown to contribute to L2 learner language development but has been ignored as a PD tool for L2 teachers. Mixed methods, using written open and closed pre-posttest questions, written final portfolio reflections and instructor field notes, assessed teacher changes. Three major themes emerged: changes in the teacher as a writer; changes in teachers’ cognition about CW; changes as L2 teachers of expressive writing. The third theme will be addressed in a different paper. Teachers underwent changes in the following areas: increased written proficiency; more effective beliefs and knowledge about CW; improved cognition, i.e., increased appreciation for the process and products of CW. Examples of course units and CW craft tools are included.

show abstract

“…Teachers can become 'learners' in the writing area; a simple approach involves offering themes that teachers can explore in their E -ISSN 2621-0169 writing. In other words, teachers can engage in self-development by crafting evocative narratives accessible to the broader community (Martin et al, 2022) through creative writing learning activities.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Competence in Writing Best Practices Through the Utilization of the STAR Technique

Badriah,

Permana

2023

JLER (Journal Lang. Educ. Res.)

View full text Add to dashboard Cite

Writing proficiency is an essential skill imperative for Indonesian language educators, as it underpins their professional development and advancement. This research presents the adaptation of the STAR writing method's structure to facilitate Indonesian language teachers in reflecting on the process and learning outcomes. The present study adopts a descriptive mode of exposition rooted within a qualitative research paradigm. The research population consists of high schools (SMA) and vocational schools (SMK) in Cianjur Regency. The respondents for this study were 15 Indonesian language teachers from 4 high schools and 1 vocational school. These fifteen teachers willingly participated in the Best Practices writing training for two weeks using both synchronous and asynchronous modes. Data were collected through observations during the training, the outcomes of the activities, and interviews. The data obtained were analyzed using content analysis techniques to identify solutions to the reflective-based writing difficulties experienced by Indonesian language teachers. Based on the research, it was found that: 1) The adaptation of the STAR structure and composition facilitates teachers in logically expressing ideas, 2) The combination of face-to-face and online training assists teachers in re-engaging with writing, and 3) The STAR structure aids teachers in completing their writing within the set time given. The research concludes that teachers are capable of writing when provided with guidance, instructions, and time contracts to complete their writing tasks.

show abstract

Teachers as writing students: narratives of professional development in a leisure-time creative writing community

Cited by 3 publications

References 48 publications

Creativity as a Cross-program Skill of Teachers: Based on TALIS 2018 Data

Creativity as a Cross-program Skill of Teachers: Based on TALIS 2018 Data

Continuing language teacher education: L2 experienced teachers engage in the craft of creative writing

Enhancing Competence in Writing Best Practices Through the Utilization of the STAR Technique

Contact Info

Product

Resources

About