Barton, G.; Khosronejad, M.; Ryan,M.; Kervin, L. & Myhill, D. (June 2023). The Australian Educational researcher. (51),1311-1330.
In this article teaching creative writing in primary schools is examined with reference to a systematic review of research undertaken between 2011 and 2020. The pedagogical practices from a range of classrooms are viewed through a lens which identifies the personal, structural and cultural conditions that support or constrain a teacher’s pedagogical choices. The research shows writing as a complex process which is not just about forming sentences or even communicating or entertaining a reader. Rather writing is seen to be impacted by factors like emerging identities, self-expression and relationships to places and people. The review reveals that an ‘open’ pedagogical approach is important if students are to be encouraged to make imaginative choices. However, the research also shows that both schools and teachers are often not clear on ‘what constitutes creative writing’. Furthermore, pedagogical approaches to teaching writing have often been reduced to a focus on solely meeting the outcomes embodied by standardised tests. While it is noted that many teachers lack confidence in teaching writing, the positive impact of professional learning for teachers is also recognised. This is a very useful article for any teacher, especially school leaders, who are wanting to develop the teaching of writing in their classroom or across their school.