Supernovas and Superheroes: Examining Unfamiliar Genres and Teachers' Pedagogical Content Knowledge

Autor/in	Bentley, Erinn
Titel	Supernovas and Superheroes: Examining Unfamiliar Genres and Teachers' Pedagogical Content Knowledge
Quelle	In: English Education, 45 (2013) 3, S.218-246 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Pedagogical Content Knowledge; Writing (Composition); Writing Instruction; Teacher Education; Teacher Effectiveness; Graduate Study; Methods Courses; Inservice Teacher Education; Language Arts; English Teachers; Skill Development; Course Descriptions; Teaching Methods; Literary Genres; Qualitative Research; Teacher Attitudes; Case Studies + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Schreibübung; Schreibunterricht; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Aufbaustudium; Graduiertenstudium; Hauptstudium; Methodisch-didaktische Anleitung; Lehrerfortbildung; Sprachkultur; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Literarische Form; Qualitative Forschung; Lehrerverhalten; Case study; Fallstudie; Case Study
Abstract	Within the field of writing teacher education, scholars and practitioners agree that effective writing instructors (at both the P--12 and postsecondary levels) are not simply cognizant of composition pedagogies, rhetorical theories, and their students' unique learning needs. Effective writing instructors also regularly participate--themselves--in the practice of writing. As Tom Romano (2007) explains, "Those who teach a craft ought to do a craft. When teachers of writing write, particularly in the genres they teach, they develop their insider knowledge" (p. 171). Realistically, many inservice English language arts teachers do not have an extensive amount of time to write, reflect on their writing, and translate their "insider knowledge" into pedagogical practices. One place where this type of writing-teaching reflection and development may occur, however, is in the postsecondary classroom. This article describes a graduate-level methods course, in which middle-grades and secondary-level ELA teachers completed two projects focused on analyzing, composing, and teaching an unfamiliar genre. This study extends current research regarding the use of unfamiliar genres to improve students' writing proficiencies (Bastian, 2010; Beckelhimer, 2011; Fleischer & Andrew-Vaughan, 2006, 2009) by adapting these projects to a new group of writers: inservice ELA teachers. Using a qualitative research design, this study draws upon Grossman's (1990) theoretical framework, pedagogical content knowledge, to name and define four specific ways in which the course's unfamiliar genre projects promoted teachers' "insider knowledge" as writers, thus affecting their beliefs and practices for teaching writing. (Contains 2 figures.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10