Abstract
This article draws on early data from a two-year project (2009–11) being undertaken in the New Zealand context by the authors entitled: ‘Teachers as Writers: Transforming Professional Identity and Classroom Practice’. Based on the National Writing Project in the USA (and in New Zealand in the 1980s) its hypothesis is that when teachers embrace the professional identity of writer, their practices as teachers of writing undergo a transformation that enhances the experience of and performance in the writing of their students.
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