Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780279
Title: Putting yourself on the line : writers teaching writing in primary schools
Author: Eyres, Ian
ISNI:       0000 0004 7965 9253
Awarding Body: Open University
Current Institution: Open University
Date of Award: 2014
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Abstract:
Writing is central to the school curriculum. The ability to write is a valuable skill in itself and one which is both essential to success in written assessments and which gives access to wider curriculum learning (Czerniewska, 1992). Teachers in English primary schools are expected to teach all curriculum subjects competently, and although most have subject strengths and specialisms, it cannot be expected that the majority will be specialists in teaching writing. It does not seem unreasonable, however to speculate that those teachers who do have particular interests and abilities in respect of writing may have particular insights into how to teach children to write. This study investigates a varied group of teachers who also consider themselves to be writers, and in particular the ways in which they understand and talk about the place of writing in their own lives and in their teaching. Through the use of narrative interviews it seeks to understand two key questions. Firstly, what influences shape the professional identities of writer-teachers? By examining the life history of the participants it attempts to identify the particular events, circumstances and experiences which have contributed both to their expertise and to the sense they have of themselves as practising writers. Secondly, do teachers who are writers draw on a writer identity in their teaching? Do the children they teach benefit from having a writer as a teacher and do these writer-teachers consciously (or otherwise) make use of their writer identity to enhance their teaching?
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.780279  DOI:
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