Perceptions of Teacher-Writers: Initial Influences to Write

Authors

Shari L. Daniels, University of Minnesota CrookstonFollow
Pamela Beck, University of North DakotaFollow

Keywords

Writing teachers, teacher-writer identity, initial influences to write, writing histories

Abstract

This qualitative case study explores perceptions of teacher-writers’ early writing histories and examines their initial influences to write. Interviews and writing artifacts of ten K-12 teacher-writers serve as the primary data source. Findings indicate that teachers with strong identities as readers and/or writers in their K-12 experiences often received positive feedback which encouraged them to develop as writers, while teachers challenged with mechanics often received negative feedback which discouraged them from writing. Revisiting negative writing histories reshaped writing beliefs to influence a positive writing identities. The authors suggest practices for pre-service literacy courses to examine writing histories and to develop and nurture writing identities.

DOI

10.15760/nwjte.2019.14.2.4

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/30905

Recommended Citation

Daniels, Shari L. and Beck, Pamela (2019) "Perceptions of Teacher-Writers: Initial Influences to Write," Northwest Journal of Teacher Education: Vol. 14 : Iss. 2 , Article 4.
DOI: https://doi.org/10.15760/nwjte.2019.14.2.4