| Description |
1 online resource (263 pages) |
| Contents |
Writer Identity and the Teaching and Learning of Writing- Front Cover ; Writer Identity and the Teaching and Learning of Writing; Title Page ; Copyright Page ; Contents; Notes on contributors; The editors; Contributors; Foreword: Richard Andrews; Acknowledgements; Introduction: Teresa Cremin and Terry Locke; Section A: Writing, writers and identity; Section B: Writing identity and the development of teachers; Section C: Teachers as writers -- shifting practices and positions in the classroom; Section D: Students' writing identities; References; SECTION A: Writing, writers and identity |
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Chapter 1: Conceptualising writing and identityConceptions of literacy; Conceptualising identity; Writing, identity and learning; Conclusion; References; Chapter 2: Professional writers' identities: the perceived influence of formal education and early reading; Introduction; Young writers' identities; Professional writers' identities; Methodology; Findings; Discussion; Conclusion; Acknowledgements; References; SECTION B: Writing identity and the development of teachers; Chapter 3: "I'm not a good writer": supporting teachers' writing identities in a university course; Introduction |
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The challenge for teacher educationMethod; Findings; Uncovering "truths" about teaching writing; Developing awareness of the craft of writing; Discussion; References; Chapter 4: Addressing resistance: encouraging in-service teachers to think of themselves as writers; Introduction; Addressing resistance; The social nature of learning; The National Writing Project: a research-based model of professional development; Teacher education and staff development; Course background; Research on the course; Implications for teacher educators; Meeting the needs of all our students; Final thoughts |
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Methodology: participants and contextData collection and analysis; Writing identities; Intersections: writing identity and performativity in the classroom; Back to the rackety bridge; References; Chapter 7: Teachers' identities as writers: teacher, support staff and pupil accounts of the role of emotion in the writing classroom; Emotions in the teaching context; Teachers as writers and the role of emotion in teaching writing; Methodology; Findings; Discussion; Conclusion; References |
| Bibliography |
ReferencesChapter 5: Developing the teacher-writer in professional development; Introduction; Conceptualizing the teacher-writer; Being a teacher-writer; The teacher-writer for the students; The teacher-writer for the teacher themself; Professional development for the teacher-writer; Conclusion: teacher-writer as trouble; References; SECTION C: Teachers as writers: shifting practices and positions in the classroom; Chapter 6: Being a writer and teaching writing on the 'rackety bridge': through the lens of new teachers; Introduction; Theoretical perspectives |
| Notes |
Chapter 8: Working towards 'I'm a writer and a pretty good writer': an elementary teacher legitimizing students' writerly identities while authenticating her own |
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Print version record |
| Form |
Electronic book
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| Author |
Locke, Terry
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| ISBN |
9781317363910 |
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1317363914 |
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