ABSTRACT
This chapter begins with a consideration of two broad concepts: teacher professional identity and disciplinary literacy. Building on these two concepts, it envisages what a ‘culture of writing’ might look like in the secondary school. It then moves to a discussion of a number of case studies, each of which investigates changes in identity, self-efficacy and classroom practice of a range of secondary-school teachers from a range of schools and representing a range of subject areas or disciplines. It reports on transformations in identity and how these can be related to intensive engagement in writing workshop-based professional learning experiences. It also reports on some examples of changed classroom practices that were found to impact on students themselves, in terms of motivation, performance and identity. Finally, it outlines the steps required to produce a whole-school culture of writing.
