Learning to be a writing instructor in the age of generative AI : the role of research-practice partnerships

The rise of generative AI (GenAI) is reshaping writing instruction, presenting both opportunities and challenges for language educators. While some teachers initially resisted AI integration, many now recognize its potential to support brainstorming, modelling, and feedback. This shift necessitates new pedagogical strategies that balance AI-assisted writing with traditional skill development. Research-practice partnerships (RPPs) offer a collaborative approach to teacher learning, enabling educators to explore GenAI’s role in writing instruction through reflective inquiry and structured experimentation. Our perspective in this article is developed via an examination of the experiences of two English language teachers who engaged in an RPP to integrate GenAI into their writing lessons. The project’s findings reveal that RPP participation facilitated professional growth, deepened pedagogical understanding, and fostered meaningful engagement with writing among students. The article highlights the evolving nature of writing instruction, emphasizing a shift from product-based to process-oriented teaching. While concerns persist regarding AI’s impact on originality and critical thinking, structured integration within an RPP framework empowers teachers to navigate these complexities proactively. As GenAI continues to transform literacy practices, RPPs serve as a scalable model for professional learning, equipping educators with the skills and insights needed to harness AI’s potential responsibly and innovatively in the writing classroom. ; peer-reviewed