Teacher development by using writing as a tool

Abstract

Reading, talking, listening, writing, and reacting in each of these modes can all be used as tools to aid reflection as a tool, in enabling the continued professional development of teachers. It is important to recognise that all of the aforementioned modes will be used at different times to meet different purposes, and all are valuable methods to aid the reflection process. It is also true that each type of tool may be more or less effective for different individuals or groups, for different purposes, at different times. The authors describe the use of writing as a tool in two different situations: in a preservice course at Utrecht University and in in-service training in Northamptonshire. In both situations participants had to write letters. The difference was that they had to write many times to all of the group in the Utrecht situation, and they just had to write one letter to the course leader in the Northamptonshire situation. It is clear that the Utrecht situation provides a more fruitful model for enabling reflection and continued dialogue. Writing is a method for producing a description or story which can be shared with oneself or with others. There is also a belief that writing leads to improved awareness and developing writing as one element of the reflective process is a skill which can be used continuously to aid reflection for developing teaching.