Teacher transformation in the National Writing Project

Research output: Contribution to journalArticle

54 Citations (Scopus)

Abstract

Teachers who have participated in Summer Institutes of the National Writing Project (NWP) have often claimed "it changed my life." What do teachers mean when they say this? What does it mean to "transform" in a professional development setting, and what might researchers and professional development providers gain from an understanding of teacher transformation as a kind of teacher learning? And how, if at all, does the writing that teachers engage in at the Summer Institute matter for transformation? This article addresses such questions through a study of teacher participants in one NWP Summer Institute involving analysis of interview, observation, and textual data. The author offers a model of teacher transformation that high-lights the influence of writing groups and feedback.

Original languageEnglish (US)
Pages (from-to)144-187
Number of pages44
JournalResearch in the Teaching of English
Volume43
Issue number2
StatePublished - Nov 2008

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teacher
interview
learning
Group
Professional Development

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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Teacher transformation in the National Writing Project. / Whitney, Angiline Louisa.

In: Research in the Teaching of English, Vol. 43, No. 2, 11.2008, p. 144-187.

Research output: Contribution to journalArticle

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