Elementary Teachers Negotiating Discourses in Writing Instruction

Autor/inn/en	McCarthey, Sarah J.; Woodard, Rebecca; Kang, Grace
Titel	Elementary Teachers Negotiating Discourses in Writing Instruction
Quelle	In: Written Communication, 31 (2014) 1, S.58-90 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088313510888
Schlagwörter	Writing Instruction; Elementary School Students; Elementary School Teachers; Faculty Development; Teaching Methods; Context Effect; Discourse Analysis; Writing Skills; Teacher Attitudes; School Districts; Musicians; Creativity; Language Styles; Literary Genres; Curriculum; Communication (Thought Transfer); Case Studies; Urban Areas; Qualitative Research; Sociocultural Patterns; Rural Areas + Suchen Sie Ihr Suchwort? Schreibunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Writing skill; Schreibfertigkeit; Lehrerverhalten; School district; Schulbezirk; Musiker; Kreativität; Sprachstil; Literarische Form; Curricula; Lehrplan; Rahmenplan; Communication; thought; Kommunikation; Gedanke; Case study; Fallstudie; Case Study; Urban area; Stadtregion; Qualitative Forschung; Soziokulturelle Theorie; Rural area; Ländlicher Raum
Abstract	Using Ivanic's (2004) framework, the study of 20 elementary teachers examines the relationships among teachers' beliefs about writing, their instructional practices, and contextual factors. While the district-adopted curriculum reflected specific discourses, teachers' beliefs and practices reflected a combination of discourses. The nature of the professional development tended to reinforce particular discourses, but occasionally offered an alternative. The three cases revealed how teachers negotiated the tensions among various discourses. Beth exemplified a skills discourse, but demonstrated beliefs about writing as communication; however, she did not articulate tensions between the discourses and followed the district, skills infused curriculum. Amber borrowed from skills, traits, process, and genre discourses without resolving potential contradictions, resulting in instructional practices that had little coherence. Jackson, who brought in his own writing as a hip-hop artist, illustrated the social practices discourse as well as creativity and genre discourses to create an enhanced version of a district-adopted curriculum. Implications for practice include raising teacher's awareness of the contradictory discourses that surround them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10