TEACHER-AS-WRITER AND WRITER-AS-TEACHER: AN INQUIRY INTO A COMMUNITY OF TEACHER-WRITERS

Open Access
Author:
Anderson, Katie Lauren
Graduate Program:
Curriculum and Instruction
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
None
Committee Members:
  • Anne Whitney, Thesis Advisor
Keywords:
  • teacher education
  • writing communities
  • writing groups
  • professional development
  • writer-teacher
  • teacher-writer
  • writing for publication
Abstract:
For several decades, teachers have often been encouraged to write for publication, and many educators have taken up this opportunity, whether independently or as a part of writing communities. Professional development designs have created unique and supportive communities for teachers to engage in writing for both professional journals and more widely read publications. This case study examines the role of a local writing group for three teacher-writers in their work toward publishing articles. The analysis examines how the teacher-writers learn about writing through the writing community and highlights the teacher-writers’ successes and frustrations of writing for publication. This study also examines the potential links between teachers who engage in writing and how the knowledge created in that experience may influence writing instruction in the teacher-writers’ elementary classrooms, and encourages further research in this area. Finally, this thesis explores how writing in community as a piece of professional learning may strengthen the teacher voice and raise up the professionalism of teaching.