The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall purpose of feeling alive both professionally and personally. Habits of mind or attitudes that were cultivated to sustain a purposeful writing life were: 1) a sense of awareness and curiosity 2) habits and rituals 3) solitude 4) overcoming fear and perfection. Findings suggest that teachers need personal reasons to commit to and sustain a writing life along with a cultivation of attitudes or habits of mind to sustain a writing practice.
Daniels, Shari L. and Beck, Pamela
"The Dimensions of Teachers Who Write and The Essence of A Writing Life,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 9
, Article 3.
Available at: https://scholarworks.wmich.edu/wte/vol9/iss2/3
Adult and Continuing Education and Teaching Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons