Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools

Hall, Leigh A.; Johnson, Amy Suzanne; Juzwik, Mary M.; Wortham, Stanton; Mosley, Melissa

doi:10.1016/j.tate.2009.04.009

Cited by 65 publications

(27 citation statements)

References 30 publications

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“…Internationally in pre-service and in-service contexts, teachers' development as writers is often nurtured and they are encouraged to adopt the position of teacher and writer in school. Significantly, research indicates that teachers' conceptions of literacy, literate identities and pedagogic practice, frame, shape and often limit students' identities, both as writers (Bourne 2002;Mathers, Benson and Newton, 2006;Ryan and Barton 2014) and as readers (Hall et al 2010;Hall 2012). Yet relatively little appears to be known about teachers' attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing.…”

Section: Introductionmentioning

confidence: 99%

Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

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This paper is a critical literature review of empirical work from 1990-2015 on teachers as writers. It interrogates the evidence on teachers' attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing. The methodology was carried out in four stages. Firstly, educational databases keyword searches located 438 papers. Secondly, initial screening identified 159 for further scrutiny, 43 of which were found to specifically address teachers' writing identities and practices. Thirdly, these sources were screened further using inclusion/exclusion criteria. Fourthly, the 22 papers judged to satisfy the criteria were subject to in-depth analysis and synthesis. The findings reveal that the evidence base in relation to teachers as writers is not strong, particularly with regard to the impact of teachers' writing on student outcomes. The review indicates that teachers have narrow conceptions of what counts as writing and being a 2 writer and that multiple tensions exist, relating to low self-confidence, negative writing histories, and the challenge of composing and enacting teacher and writer positions in school. However, initial training and professional development programmes do appear to afford opportunities for reformulation of attitudes and sense of self as writer.

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Section: Introductionmentioning

confidence: 99%

Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

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“…The narrow understanding and practice of literacy generally held by the surveyed PDE student teachers in this study, we contend, will inevitably result in their students in turn internalising and adopting a corresponding narrow view of what it means to be literate. Restricted understandings of and practices of literacy by the teacher as previously described will likely result in restricted literacy identities among pupils (beliefs about who they are and who they can become as literate pupils), as they are expected to subscribe to the dominant narrow model of literacy identity held by the teacher or risk being marginalised (Hall et al 2010). This may result in the exclusion of many students' involvement in literacy activity within and outside of the school.…”

Section: Resultsmentioning

confidence: 99%

“…Dole (2004) claims that such professional development for teachers both at the pre-and in-career stages is at the heart of any reform of adolescent literacy development in schools since it is the means by which teachers will develop and promote broader understandings of literacy, which are an integral part of helping students become literate individuals in today's society (Hall et al 2010). Research on effective teachers of literacy shows that such teachers have strong and coherent philosophies and extensive knowledge about teaching literacy, which is normally attributed to the strong emphasis on literacy during their initial training (Garbe, Holle, and Weinhold 2009;Medwell et al 1998;Snow, Griffin, and Burns 2005).…”

Section: A Question Of Teacher Education?mentioning

confidence: 99%

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

Murphy

Conway

Murphy

et al. 2013

European Journal of Teacher Education

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While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students' literacy learning. Results are discussed in terms of how student teachers' knowledge of literacy in ITE programmes could be reframed, extended and deepened.

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“…Teacher education scholars commonly study teachers as a way to understand their identities (Hall, Johnson, Juzwik, Wortham, & Mosley, 2009). Few studies, however, investigate the effect of teacher research on teachers' identities (Goodnough, 2010;Margolin, 2007;Marsh & Vagliardo, 2002;Vetter & Russell, 2011).…”

mentioning

confidence: 99%

“A close read of my classroom”: Teacher research and identity work

Myers¹

2016

Networks: An Online Journal for Teacher Research

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Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools

Cited by 65 publications

References 30 publications

Teachers as writers: a systematic review

Teachers as writers: a systematic review

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

“A close read of my classroom”: Teacher research and identity work

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