Claiming a space in the W/writerly community to increase English Language Arts teacher agency

作     者：Goldsmith, Christy 

作者机构：Univ Missouri Dept Learning Teaching & Curriculum Columbia MO 65211 USA Univ Missouri Campus Writing Program Columbia MO 65211 USA 

出 版 物：《ENGLISH TEACHING-PRACTICE AND CRITIQUE》 (Engl. Teach.)

年 卷 期：2023年第22卷第4期

页      面：515-530页

核心收录：

学科分类：0502[文学-外国语言文学] 0401[教育学-教育学] 04[教育学] 

主　　题：Teacher-writer identity Educational standardization Agency Narrative inquiry 

摘      要：PurposeBy engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers personal and professional W/writerly identities impact their performance of pedagogical ***/methodology/approachIn this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom *** differences in teachers W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing *** implicationsThis paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses;(2) leading teachers on an exploration of W/writerly identities;and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical ***/valueThe study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.