The Discoursal Identities of Teacher-Writers

• In Event: Practice in Writing: The Necessity of Theorizing and Doing

Abstract

1. Objectives
Whilst there is considerable research exploring the discursive construction of students’ literacy practices and identities (Lewis, Enciso & Moje, 2007;McCarthey, 2001), there is less research exploring the discursively mediated identities of literacy teachers. Many scholars argue that if teachers see themselves as writers this will impact positively on writing pedagogy, yet there are relatively few empirical studies which examine this proposition (Brooks, 2007; Mckinney and Giorgis, 2009), and even fewer that focus on the teacher-writer identity enactments in real classroom contexts.

In order to examine the ways in which professionals’ dual roles as teachers and as writers frame and shape the identities of developing writers, this study examines the discursive processes at play in the writing classrooms of elementary teachers who consciously seek to position themselves as teacher-writers.


2. Theoretical framework
Situated within a sociocultural approach to literacy, this research recognises the plurality of literacies and the significance of identity in literacy practices (Moje et al, 2007). Building on a conceptualisation of identity as positional, multiple and enacted in interaction (Holland et al., 1998) it is argued that when teachers construct their identities as teacher-writers and writer-teachers, they do so in relation to others, for example children, other teachers, teaching assistants and parents.

3. Methods
The study adopted an ethnographic perspective (Gee and Green, 1997) which provided a conceptual framework for examining how pedagogical discourse positions participants in the writing classroom. A case study approach was selected and teachers were identified who not only engage regularly in demonstration writing, but also undertake the same compositional activities as the children, writing in their presence and sitting alongside them.

The cases were investigated over a month through naturalistic data collection, the multiple sources included: an initial interview; video; video- stimulated review; non-participant observation; interviews following lessons; teacher journals; and interviews with randomly selected children from each class.

4. Results
The work reveals a marked degree of tension and challenge exists for professionals who, in order to support young writers, position themselves as writers in the classroom. It highlights that their identities as teacher-writers and writer-teachers constantly shift, influenced by interpersonal, institutional and intrapersonal factors. It also shows that the teachers draw upon different views of writing and learning to write which through interaction and the embodiment of voice during modelling and writing alongside students, shape the identity positions made available to student writers.


5. Significance
This study reveals a dynamic interplay between teachers’ writing identities, conceptualisations of writing, pedagogical discourse and the identities of developing writers. It indicates the embodiment of voice in teaching writing deserves attention and argues that in order to maximise student support, pre-service teachers’ and practitioners need to consider their identities as writers and as teachers of writing, developing their knowledge and understanding of different views of writing and associated pedagogic practices. Developing professional understanding of the ways in which classroom interaction positions and frames student writers should not be left to chance.

Author

• Teresa Cremin, The Open University