Primary teachers’ relationship to literary writing and their declared practices in literary writing and reading
Literary writing places literature and the writing subject at the heart of teaching, namely by fostering creativity as well as connections between literary reading and writing. This study examines Quebec primary teachers’ relationship to literary writing and their teaching practices associated with writing and reading, based on a questionnaire administered to a sample of 92 teachers. Variance analyses uncovered that the teachers who answered the questionnaire show a generally positive relationship to literary writing. However, although some practices bear witness to a concern for the literary aspect of writing, the teachers report that they rarely have their students write literary texts. These results underscore the need for a renewal of writing instruction practices.