According to standardized test data the quality of writing in schools has been declining for more than a decade (Gardner 2018). A compounding factor may be the finding that many student teachers lack confidence in themselves as writers (Gardner 2014; Gardner & Kuzich, 2022). Following research of teachers as writers (Cremin & Oliver 2017, Gardner and Kuzich (2023) investigated the efficacy of using an immersive approach to writing in which first year B.Ed. students were positioned as writers during the first semester of their course. In addition to increased self-confidence as writers, students reported an enhanced knowledge of the writing process and the impact on emotional and psychological well-being. In addition to developing a pedagogy of writing, it is suggested that positioning students as writers has a positive impact on self-esteem and self-efficacy, potentially leading to improvements in the teaching of writing. However, additional longitudinal research is required in order ascertain whether short-term immersion in writing translates into improved standards of writing in schools.      

References:

Cremin, T. & Oliver, L. (2017). Teachers as writers: A systematic review. Research Papers in Education. 32(3) 269 – 295.

Gardner, P. (2014). Becoming a teacher of writing: Primary student teachers reviewing their relationship with writing, English in Education, 48(2) 128 – 148.       

Gardner, P. (2018). NAPLAN: The Writing is on the Wall but Who is Actually Reading It? English in Australia, 53(1) 15 – 23. 

Gardner, P. & Kuzich, S. (2022) Ready to Write? An investigation of the writing experiences of pre-service teachers. Issues in Educational Research. https://search.informit.org/doi/abs/10.3316/informit.579218876968723?casa_token=UcAJvROfvOEAAAAA%3AiU-Ls4MM09YuXg3aaOZ2NquBbIN8bmNgVmfrkqCnS5KkVi5xf7gKLnr2q635W94gDBtd3Dq95GDDX94

Gardner, P. & Kuzich, S. (2023) Student teachers as Writers: using an ‘immersive’ approach in ITE to build positive writers. DOI: 10.1111/lit.12337