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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.

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