Student teachers as writers: using an ‘immersive’ approach in ITE to build positive writers

Abstract

AbstractThe preparation of student teachers to be effective teachers of writing requires attention to both their writing skills and their personal confidence. When teachers have confidence in themselves as writers and strong writer identities, they are likely to better placed to develop strong writer identities in their own students. It is suggested confidence and secure writer identity contribute to high self‐efficacy. However, studies suggest student teachers often lack confidence as writers. Improving the quality of school students' writing may depend on producing more teacher graduates with high levels of confidence and self‐efficacy, as writers. This investigation with Year One Primary B. Ed students adopted an immersive approach to the study and development of writing. Student teachers engaged in a series of open‐ended writing prompts and were asked to reflect on their experiences and confidence as writers. Findings suggest an ‘immersive approach’ may enable many student teachers to develop greater confidence and positivity towards writing.