How does classroom practice change when teachers reflect upon the process of being a writer? What does it mean to identify as a writer? Bringing together international research voices, Writer Identity and the Teaching and Learning of Writing explores what it means to identify as a writer, the issues which surround the concept of being a writer, and the consequences which arise when teachers and students do or do not identify as writers. Focusing on primary and secondary students and their teachers, it also pays attention to pre-service teachers and the perspectives of professional writers,…mehr
How does classroom practice change when teachers reflect upon the process of being a writer? What does it mean to identify as a writer? Bringing together international research voices, Writer Identity and the Teaching and Learning of Writing explores what it means to identify as a writer, the issues which surround the concept of being a writer, and the consequences which arise when teachers and students do or do not identify as writers. Focusing on primary and secondary students and their teachers, it also pays attention to pre-service teachers and the perspectives of professional writers, generating understandings that are new to teachers and open up promising new directions for research.
Teresa Cremin is Professor of Education (Literacy) at The Open University, UK. Terry Locke is Professor of Arts and Language Education at the University of Waikato, New Zealand.
Inhaltsangabe
Preface Foreword Section A: Writing, writers and identity 1. Conceptualizing Writing and Identity 2. Professional writers' identities: The perceived influence of formal education and early reading Section B: Writing identity and the development of teachers 3. 'I'm not a good writer': Supporting teachers' writing identities in a university course 4. Addressing resistance: encouraging in-service teachers to think of themselves as writers 5. Developing the teacher-writer in professional development Section C: Teachers as writers: Shifting practices and positions in the classroom 6. Being a writer and teaching writing on the 'rackety bridge': Through the lens of new teachers 7. Teachers' identities as writers: Teacher, support staff and pupils' accounts of the role of emotion in the writing classroom 8. Working toward 'I'm a writer and a pretty good writer': An elementary teacher legitimising students' writerly identities while authenticating her own 9. Developing a whole-school culture of writing Section D: Students' writing identities 10. Being in the world': Students' writing identities beyond school 11. Glancing sideways at young writers becoming 12. Taught by bitter experience: A timescales analysis of Amalie's development of writer identity 13. Writing reflexively: Students and teachers shaping texts and identities Afterword Index
Preface Foreword Section A: Writing, writers and identity 1. Conceptualizing Writing and Identity 2. Professional writers' identities: The perceived influence of formal education and early reading Section B: Writing identity and the development of teachers 3. 'I'm not a good writer': Supporting teachers' writing identities in a university course 4. Addressing resistance: encouraging in-service teachers to think of themselves as writers 5. Developing the teacher-writer in professional development Section C: Teachers as writers: Shifting practices and positions in the classroom 6. Being a writer and teaching writing on the 'rackety bridge': Through the lens of new teachers 7. Teachers' identities as writers: Teacher, support staff and pupils' accounts of the role of emotion in the writing classroom 8. Working toward 'I'm a writer and a pretty good writer': An elementary teacher legitimising students' writerly identities while authenticating her own 9. Developing a whole-school culture of writing Section D: Students' writing identities 10. Being in the world': Students' writing identities beyond school 11. Glancing sideways at young writers becoming 12. Taught by bitter experience: A timescales analysis of Amalie's development of writer identity 13. Writing reflexively: Students and teachers shaping texts and identities Afterword Index
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