The Impact of a National Writing Project Site's Summer Institute: Exploring Educator Beliefs on Writing and Writing Instruction.
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| Title: | The Impact of a National Writing Project Site's Summer Institute: Exploring Educator Beliefs on Writing and Writing Instruction. |
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| Authors: | Kreamer, H. Michelle1 (AUTHOR) hmkreamer@louisiana.edu, Breaux, Megan C.1 (AUTHOR) megan.breaux@louisiana.edu |
| Source: | Writing & Pedagogy. Dec2025, Vol. 16 Issue 2, p129-163. 35p. |
| Subject Terms: | *Writing education, *Educators' attitudes, *Writers' workshops, *Self-efficacy in teachers, *Teacher training, Identity (Psychology), Self-confidence |
| Abstract: | This study explores educator attitudes, beliefs, and experiences regarding writing and writing instruction before and after participating in a week-long Summer Institute (SI) facilitated by leaders at one National Writing Project (NWP) site. Throughout the SI, the 12 educators (i.e., instructional coaches and classroom teachers) participated in personal, creative, and professional writing designed to support them as writers and writing instructors. Study participants completed a survey before the SI and at its conclusion, which captured their perceptions, attitudes, beliefs, and experiences about writing and writing instruction, as well as the importance of writing in education. Findings demonstrated that many participants viewed themselves as writers prior to the SI with this amount increasing at the conclusion of the SI, and many reported increased writing confidence. There were inconsistencies in the ways participants defined what it means to "be a writer," and findings suggest that writer identity is influenced by writing confidence and enjoyment, with some participants struggling to navigate the dual identities of writer and writing teacher. Study findings suggest that addressing the writer-teacher identity crisis is crucial for fostering effective writing instruction. Teachers need time, space, and opportunity to immerse themselves in their writing and practice different skills to then apply to their instruction. Buy-in from school districts to provide such opportunities and a willingness to support teacher autonomy will enable teachers to better support students as writers and engage them in meaningful writing instruction for authentic tasks and audiences. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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