Teacher Discourse Communities as Sites of Literate Identity Transformation

• In Event: Roundtable Session I
  In Roundtable Session: Learning in Community: Teachers as Storytellers and Learners

Abstract

Using Gee’s (1989) Discourse theory, this presentation examines the literate identity development of two teachers in a graduate Reading Teacher licensure course. Because of their engagement in the literate Discourse community of the class, the teachers experienced significant growth and change in their literacy practices and have begun to apprentice their students, families, and colleagues into Discourse communities as well.

Authors

• Jessica Gallo, University of Nevada, Reno

• Bailey Herrmann, University of Wisconsin Oshkosh