Introduction The notion that teachers who identify as writers provide more powerful classroom writing instruction has been well documented over the past several decades (Augsburger, 1998; Cremin et al., 2020; Gardner, 2018; Graves, 1983; Hansen, 1985; Yeo, 2007), yet few primary teachers place their writer identity central to their practice due to the dominance of a skills approach driven by assessment policies and neoliberal agendas (Cushing and Helks, 2021; Moss, 2017), often leading to an...