How Does the Act of Writing Impact on Discursively Mediated Professional Identities? A Case Study of Three Teachers

Autor/inn/en	Wells, Muriel; Lyons, Damien; Auld, Glenn
Titel	How Does the Act of Writing Impact on Discursively Mediated Professional Identities? A Case Study of Three Teachers
Quelle	In: English in Australia, 51 (2016) 1, S.53-61 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Professional Identity; Risk; Self Concept; Writing Instruction; Interviews; Case Studies; Writing (Composition); Teaching Methods; Creativity; Reflection; Authors; Personal Narratives; Elementary School Teachers + Suchen Sie Ihr Suchwort? Risiko; Selbstkonzept; Schreibunterricht; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Author; Autor; Autorin; Erlebniserzählung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This paper explores the effects participation as writers has on the identities teachers take on when they are both writers who teach and teachers who write. This paper focuses on three interview participants and explores their encounters as writers as they engaged in the "risky" business of being writers, within and beyond school. A narrative inquiry methodology is used to interrogate the data about the teachers' lived experience of being writers while also being teachers of writing. "Participant narratives" are used to present the data and to explore the impact being a writer has on participants' discursively mediated identities. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01