SEARCH

SEARCH BY CITATION

Abstract

This article proposes that teachers writing together develop confidence and self-realisation and strengthen pedagogy through the practice of writing and through the conversations which arise around written texts. It outlines a brief history of teachers’ writing groups and suggests what it is that characterises a growing number of teachers’ writing groups that are part of the NATE writing project. The authors suggest that writing groups have an impact on teachers that goes beyond the development of craft.