ABSTRACT
Teachers writing groups embody an approach to professional development based on a philosophy that recognises the importance of teacher knowledge, expertise and leadership. Teachers writing groups are built on a belief that teachers are key agents for transforming how writing is perceived, practised and assessed in their classrooms. The Buckinghamshire Teachers as Writers (TAW) group project and the University of East Anglia (UEA) Writing Teachers have reflected on teaching as part of gathering evidence. The Buckinghamshire group contributed regularly to a Virtual Learning Environment (VLE), writing directly to others engaged in same project, sharing experiences and seeking advice. Writing teachers keep a separate reflective teaching journal and others find that the reflections on teaching mingle with writing for their own purposes. The impact of writing appear during planning and organisation and is very likely to be present in decisions made while teaching. Teaching writing in the classroom has become more about celebration of voice and affirmation rather than about results.
