Developing a teacher-writer identity enhances approaches to writing in the classroom.
• Writing is profoundly linked with identity.
• Teachers can have narrow conceptions about what it means to be a teacher-writer.
• Teachers may only see published writing or digital practices as ‘writing’, so do not recognise their own experience and practices as valuable.
• Sustained professional development opportunities for teachers as writers can enhance self-assurance as well as expand pedagogical approaches.
• The role of teachers as writers can have significant impact on student writers’ agency, motivation and engagement in writing.
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