Although identity research is common in educational studies, little research explores the connections between identity and pedagogy, and far fewer specifically examine how writer identity influences writing pedagogy. Additional research exploring the connection between writer identity and writing pedagogy is necessary to offer nuanced teaching strategies to strengthen writing pedagogy. The present study explores the connections between writer identity and writing pedagogy for three preservice English teachers with strong writer identities during their respective student teaching experiences. Interview data were utilized to explore writer identity and analyse connections to writing pedagogy through In Vivo coding in this narrative inquiry. Findings revealed participant writer identities strongly influenced their writing pedagogy, influencing the design, beliefs, and goals for writing activity. This study supports the literature that drawing from personal writer identity is an effective way to approach the teaching of writing in secondary writing classrooms.
"Unpacking Writer Identity: How Beliefs and Practices Inform Writing Instruction,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
3, Article 6.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss3/6
English Language and Literature Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons