The study described in this book is a qualitative phenomenological research study whose objective was to reveal the writer's identity of teacher educators in academia and to discover how they express this identity in their teaching practice. Twenty-three academic scholars were interviewed for the study.

The research findings indicate that the identity of the writer is complex, incorporating three interwoven aspects: a cognitive aspect, an emotional aspect and a sociocultural aspect.

The cognitive aspect finds expression in the writer's awareness and understanding of the medium of writing, which explicitly and openly entails the production of ideas while writing. This process is fundamentally rhizomatic in that it moves in different directions, each time beginning anew from a different point, and is ultimately geared toward a multidirectional and multilayered product.

The emotional aspect in the writer's life is somewhat mystical in nature. It is a medium that surrounds writers at all times and enables them to find their voice and their place in the world. The writing workspace is perceived as part of this aspect. It is a sanctuary that provides inspiration, is designed according to the writer's needs and shapes the writing.

The sociocultural aspect shapes the identity of the writer and highlights social mirroring as part of the writer's positioning in life and in the professional community.

Intended audience: This book is aimed at the community of researchers in the writing domain. It is also of interest to academic scholars in higher education who perceive writing as part of their personal and academic identity. Qualitative researchers will find interest in the research method and the relations between qualitative genres, among them phenomenological and narrative genres.

Contenu

Preface.- Acknowledgements.- Introduction: Autobiographical Notes and Research Design.- Autobiographical Notes: Myself as Writer.- Research and Book Structure.- Theoretical Background.- What Is Writing and Why Do People Write?.- Status of Writing Worldwide and in Israel.- Models for Teaching Writing.- Types of Writing.- Writing and Identity.- Six Narratives Highlight the Identity of the Writer.- The Fascinating Process of WritingA's Narrative.- Writing Is a Precious MatterB's Narrative.- Writing Offers SerenityC's Narrative.- Writing Offers SerenityC's Narrative.- Writing as a Calling CardE's Narrative.- Writing as the Essence of LifeF's Narrative.- Lenses Reflect the Identity of the Writer.- First Lens: Perceptions of Writing.- Writing as Artistic Creation.- Writing as Experience and as a Social-Communicative Medium.- Writing as a Physical and Spiritual Process.- Second Lens: The Role of Writing in the Writer's Life.- Types of Writing.- The Development of Writing.- Passages and ChangesFrom Poetic Writing to Academic Writing.- Passages and ChangesFrom Poetic Writing to Academic Writing.- Third Lens: The Self as WriterThe Literate Self.- Perception of the Self as Writer.- The Bilingual Self as Writer.- The Process of Writing.- The Role of the Computer in the Writing Process.- The Literate Selfthe Literate Individual.- The Self as Writer and the Literate SelfSummary.- Fourth Lens: Writing and Teaching.- Perceptions of Writing in Teaching and Learning.- The Identity of the Writer and the Teaching of Writing.- Writing Workspace and Writers' Behavior.- The Writer's Workspace.- The Behavior of the Writer While Writing.- The Behavior of the Writer While Writing.- Conclusions.- Implications for Writing Environments.- References.- About the Author.- Index.