Releasing the Hidden Academic? Learning from Teacher-Educators’ Responses to a Writing Support Programme

Source: Professional Development in Education, Volume 40, Issue 5, 2014, pages 698-716

This article describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact.

A key finding has been that supporting staff to write is not simply a case of ‘hurrying them along’ but requires understanding of the particular barriers to writing for this group. The authors show how tailored interventions, with emphasis on professional development rather than the explicit demand for publications, may be a fruitful approach towards encouraging staff to write and publish.