A reflexive approach to teaching writing: enablements and constraints in primary school classrooms
Article
Article Title | A reflexive approach to teaching writing: enablements and constraints in primary school classrooms |
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ERA Journal ID | 9254 |
Article Category | Article |
Authors | Ryan, Mary (Author), Khosronejad, Maryam (Author), Barton, Georgina (Author), Kervin, Lisa (Author) and Myhill, Debra (Author) |
Journal Title | Written Communication: an international quarterly of research, theory, and application |
Journal Citation | 38 (3), pp. 417-446 |
Number of Pages | 30 |
Year | 2021 |
Publisher | SAGE Publications Ltd |
Place of Publication | United States |
ISSN | 0741-0883 |
1552-8472 | |
Digital Object Identifier (DOI) | https://doi.org/10.1177/07410883211005558 |
Web Address (URL) | https://journals.sagepub.com/doi/10.1177/07410883211005558 |
Abstract | Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing. |
Keywords | classroom writing conditions, reflexive writing pedagogy, teacher talk, teachingwriting, writing, writing knowledge |
ANZSRC Field of Research 2020 | 390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | Macquarie University |
School of Education | |
University of Wollongong | |
University of Exeter, United Kingdom | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q64x3/a-reflexive-approach-to-teaching-writing-enablements-and-constraints-in-primary-school-classrooms
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