Jeri H. Watts Books

Focusing on the intersection of personal writing experiences and teaching practices, this study explores how educators perceive their development as writers and apply this knowledge in the classroom. It investigates what teachers learn about themselves through writing education courses and how these insights shape their future teaching strategies. Aimed at writing instructors from Kindergarten to college level, as well as professors preparing future educators, the book provides valuable insights into the importance of personal writing in effective teaching.

Many writers believe it is important for writing instruction to be provided by teachers who are writers themselves. Coursework such as Writing Projects include opportunities for teachers to practice being writers. Yet little specific information exists regarding teachers’ awareness of their development as writers and how they use this knowledge to specifically inform their teaching. This study examines the teacher participant commitment to connecting personal writing observations with classroom instruction. This study answers questions such as: - What do teachers learn about themselves as writers in an education course on the teaching of writing? – What plans do the teachers create for their subsequent teaching, based on what they learn about themselves as writers? The book is addressed to professionals in the teaching of writing – those who teach it to young students, Kindergarten through college. It is also intended for professors who instruct teaching candidates who will teach writing.