Negotiating ideologies about teaching writing in a high school English classroom
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Amy Vetter, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: More research needs to examine how novice teachers successfully negotiate multiple ideologies with others in ways that allow them to construct preferred teaching identities. This qualitative study addressed that need by investigating how one high school English teacher negotiated contradictory ideologies related to writing instruction at her school. In particular, the study examined how the teacher negotiated ideologies with allies, students, and practitioner researchers. Implications suggested that practitioner research groups could provide support for ideological negotiations and teacher identity construction. Educators would benefit from teacher education that explicitly discusses and supports methods of negotiation through case study and video analysis.
Negotiating ideologies about teaching writing in a high school English classroom
PDF (Portable Document Format)
240 KB
Created on 6/28/2021
Views: 1022
Additional Information
- Publication
- Teacher Educator. 49(1), 10-27. https://doi.org/10.1080/08878730.2013.848000
- Language: English
- Date: 2014
- Keywords
- identity, teachers, instructional analysis, practitioner research, English education