Writing as a Workshop of Identity

Formative Narratives and Reflective Creativity in Future Primary School Teachers

Abstract

This paper explores the relationship between creativity pedagogy, narrative practices, and initial teacher training. It views writing as a workshop in which professional identity and reflexivity emerge in multifaceted, transdisciplinary ways. The analysis is based on a self-narrative workshop conducted with 55 Primary Education students, in which the philosophical categories of “Idem” and “Ipse” (Ricœur, 1990) were translated into reflective writing exercises capable of supporting processes of personal and professional re-elaboration. Results obtained through a phenomenological-hermeneutic approach (Mortari, 2003; Van Manen, 1990) reveal a significant increase in awareness of one’s educational role (measured using Likert scales, mean 4.57/5) and the ability to transform perceived limitations into teaching resources. The study demonstrates that the creative act of self-narration is not self-referential, but rather a form of self-care and ethical planning that is fundamental to the resilience and pedagogical stamina of future teachers. In conclusion, this research highlights the urgent need to integrate reflective and handwritten writing workshops into university curricula to guide students in developing professional maturity suited to navigating the educational complexities of the 21^(st) century.