[-] Show simple item record

dc.contributor.advisorLannin, Amyeng
dc.contributor.authorGoldsmith, Christyeng
dc.date.issued2018eng
dc.date.submitted2018 Springeng
dc.description.abstractThis narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended interviews, journals, personal and professional writings to build narratives of these teachers-aswriters. Through these narratives and metaphorical thinking (Lakoff & Johnson, 1980), I analyzed the wholeness of each participant's experience with writing. Then, in stage two of the study, I used data collected from teaching observations to build a continuum of process --> product, employing Goffman's (1974) frame analysis to place the teachers within that continuum. This continuum represented the stable thread that continued through the teachers' personal and professional identities and led to three insights: (1) Those teachers who identified as Writers were more comfortable teaching writing processes (2) The desire to be seen as a "kind of W/writer or teacher" brings risk writing instruction and (3) Agency provides Writers a way to mitigate the risk of teaching writing.eng
dc.identifier.urihttps://hdl.handle.net/10355/66168
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Licenseeng
dc.titleEnacted identities : a narrative inquiry into teacher writerly becomingeng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


Files in this item

[PDF]

This item appears in the following Collection(s)

[-] Show simple item record