From Writing to Teaching Practice: Writing Workshops as a Lever for Transforming Didactic Practices

Abstract

Faced with persistent challenges in writing instruction, traditional approaches remain product-oriented, limiting the development of reflective practices among learners. While writing workshops have been widely explored for their effects on learning and rewriting, the transformations of teachers' professional postures induced by such devices remain insufficiently analyzed, particularly in the Moroccan educational context, which has received limited scholarly attention to date. This scientific gap constitutes the central focus of the article, which explores how writing workshops contribute to a reconfiguration of teachers' pedagogical postures and practices. Drawing on a triangulated qualitative exploratory design, combining observation of two workshop sessions, analysis of intermediate written productions, and a semi-structured interview with the host teacher. the study reveals a partial and contrasted transformation of teaching practice. While the device fosters increased student engagement and a reconfiguration of classroom organization, teaching postures remain largely shaped by control-oriented and directive logics. The shift toward accompanying and mediating stances remains incomplete, underscoring the need for targeted teacher training to allow writing workshops to fully realize their didactic potential.

Paper type: Qualitative empirical research

JEL Classification: I21 ; I23