Elementary teachers negotiating discourses in writing instruction  

Oleh:

McCarthey, Sarah J. ; Woodard, Rebecca ; Kang, Grace

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Written Communication ( sebagian Full Text) vol. 31 no. 1 (Jan. 2014), page 58-90.
Topik: beliefs; practices; curriculum; professional development; approaches
Fulltext: Elementary Teachers Negotiating Discourses.pdf (366.17KB)

Isi artikel

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, skillsinfused 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.

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