The English/Literacy Teacher and the Practice of Writing: A Review Essay
Saved in:
| Title: | The English/Literacy Teacher and the Practice of Writing: A Review Essay |
|---|---|
| Language: | English |
| Authors: | Locke, Terry |
| Source: | English in Australia. 2018 53(3):73-81. |
| Availability: | Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Authors, Self Concept, Teaching Methods, Writing Teachers, Professional Identity, Intellectual Disciplines, English Instruction, Literacy, Curriculum Development, Teacher Student Relationship, English Teachers, Foreign Countries, Teacher Attitudes, Creativity, Aesthetics, Literary Genres, Rhetoric |
| Geographic Terms: | Australia |
| ISSN: | 0155-2147 |
| Abstract: | This review essay begins with the premise that we are all writers. However, for a number of reasons, many teachers struggle to identify as writers and teachers of writing. In the current environment, the need for schools to adopt pedagogical practices facilitating the development of disciplinary literacies means that teachers cannot avoid the task of inducting students into the discursive practices of one or more disciplinary areas. This challenge requires a re-examination of ways in which English, 'literacy' and curriculum areas are constructed. It also demands that schools adopt ways of developing a culture of writing among its teachers and encourage and enable teachers to reflect on the identities they project to their students. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.aate.org.au/journals/english-in-australia |
| Accession Number: | EJ1207889 |
| Database: | ERIC |
| Abstract: | This review essay begins with the premise that we are all writers. However, for a number of reasons, many teachers struggle to identify as writers and teachers of writing. In the current environment, the need for schools to adopt pedagogical practices facilitating the development of disciplinary literacies means that teachers cannot avoid the task of inducting students into the discursive practices of one or more disciplinary areas. This challenge requires a re-examination of ways in which English, 'literacy' and curriculum areas are constructed. It also demands that schools adopt ways of developing a culture of writing among its teachers and encourage and enable teachers to reflect on the identities they project to their students. |
|---|---|
| ISSN: | 0155-2147 |
