Moving Toward Transformative Teaching: Dialectic Influencers' Impact on High School English Teachers in Writing Instruction

• In Event: Motivation and Cognition in Secondary Schooling

Abstract

The focus of this cross-case study was to explore the dialectical influencers that impact high school English teachers’ beliefs about writing instruction. Perspectives of teachers from four Southwest US high schools in two different states constituted individual cases. Triangulated data resulted in a multi-dimensional model of English teachers’ writing instruction based on learning beliefs and the impact of dialectical influencers. Findings affirm that teaching is not easily understood by a single theoretical perspective. Additionally, teachers’ writing instruction is heavily influenced by mentor teachers, colleagues, and participants’ own classroom experiences as sources of content and pedagogical knowledge. Our findings show how the combination of different influencers impact writing instruction in high school.

Authors

• Nicole Klimow, California State University - San Bernardino

• Sydnie Schoepf, Canyons School District

• Suzanne H. Jones, Utah State University

• LeAnn G. Putney, University of Nevada - Las Vegas

• Connie Lynn Malin, Innovations International Charter School of Nevada