A Joyous Lifeline in a Target-Driven Job: Teachers' Metaphors of Teaching Poetry Writing

Autor/in	Wilson, Anthony
Titel	A Joyous Lifeline in a Target-Driven Job: Teachers' Metaphors of Teaching Poetry Writing
Quelle	In: Cambridge Journal of Education, 43 (2013) 1, S.69-87 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2012.749217
Schlagwörter	Freedom; Teaching Methods; Teaching Experience; Figurative Language; Poetry; Questionnaires; Teacher Attitudes; Foreign Countries; Elementary School Teachers; Secondary School Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Freiheit; Teaching method; Lehrmethode; Unterrichtsmethode; Lyrik; Poesie; Fragebogen; Lehrerverhalten; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Drawing on Vygotsky's notion, developed by Bruner, of learners growing into "the intellectual life of those around them", this paper reports on a small-scale questionnaire survey of teachers' thinking about poetry writing and their instructional practices of teaching it. Thirty-three teachers, with a range of teaching experience and service, took part in the study. This paper presents, analyses and evaluates the central metaphor of "freedom" used by teachers. This presents poetry writing instruction in four contrasting ways: as freedom to explore personal creativity; as a site of integrated thinking; as a rejection of "formulaic writing"; and as freedom from curricular "directives". The paper argues that these metaphors indicate considerable personal investment by teachers of poetry and that they consider the teaching of poetry writing to have impact as much on themselves as on pupils. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10