Enhancing Primary School Teachers’ Creative Writing Skills through Reflective Training

Abstract

In the domain of education, great teachers are those who facilitate students’ learning effectively in an inspiring learning environment. Therefore, they should continuously develop and empower their professional and pedagogical competencies. In fact, there emerge abundant ways to empower themselves, and one of which is through the so-called ‘reflective training’. As empirical evidence, English teachers in specific primary schools have not reached the expected level of CEFR criteria for creative writing (B1 at the minimum). For this reason, this study adopted action research via the implementation of reflective training to enhance the subjects’ creative writing skills in one cycle incorporating planning, taking action(s), observing, and reflecting. Three instruments were employed, i.e., writing tasks, observation sheets, and questionnaires. Creative writing rubrics were taken from CEFR and Mozaffari to evaluate teachers’ writing. The training made the teachers engaged in producing a piece of creating writing as output and allow them to reflect and improve it with the elements of creative writing aspects namely image, characterization, voice, and story. Teachers have successfully completed their writings with theories and skills in their writing products to reach the B2 CEFR level in creative writing. 
 Keywords: primary school teachers, creative writing skills, reflective training, CEFR

A Quasi-Experimental Study on the Development of Creative Writing Skills in Primary School Students

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