Adopting an authorial posture in vocational training to modify conceptions of writing and the written word
This article examines the place of the relationship to writing as a tool for professional development. The aim is to describe the transformation of 20 teachers’ relationship to writing following “immersive” training in writing workshops inspired by L. Calkins (1986), with a focus on conceptions and affects associated with writing practices. The teachers answered two questionnaires and five of them took part in an interview. The results show that the dual role of the trainer—herself a teacher—and the experience of writing in a professional context appear to function as active-training principles that helped consolidate, question or modify the participants’ relationship to writing.