This literature review examined the relationship between the development of a teacher who writes (teacher-writer) and the phases of self-authorship, “the internal capacity to define one's beliefs, identity and social relations” (Baxter Magolda, 2001, p. 269). The narratives of three teacher-writer-authors show a correlation to Magolda’s self-authorship phases. The purpose of this examination was to explore the question: How might a writing support teachers in personally and professionally? Research suggests new teachers are unprepared for today’s classrooms. Could this unpreparedness may be related to a lack of self-authorship? Might a consistent writing practice propel teachers through the phases of self-authorship earlier than those who do not write? Possible avenues for integrating more writing with the lens of self-authorship into teacher education programs include advising, literacy courses and writing groups. Additional research implications are also provided.
Daniels, Shari L. Dr. and Beck, Pamela
"The Path to Self-Authorship: The Pre-Service Teacher-Writer,"
Literacy Practice and Research: Vol. 47:
2, Article 4.
Available at: https://digitalcommons.fiu.edu/lpr/vol47/iss2/4
Adult and Continuing Education Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons