Teaching Writing in the Midst of Fragile Alliances: Insights from Literacy Teacher Educators
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| Title: | Teaching Writing in the Midst of Fragile Alliances: Insights from Literacy Teacher Educators |
|---|---|
| Language: | English |
| Authors: | Smith, Patriann (ORCID |
| Source: | Action in Teacher Education. 2020 42(4):328-353. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | U215N12001314 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing Instruction, Writing Teachers, Literacy Education, Teacher Educators, College School Cooperation, Partnerships in Education, Advocacy, Teacher Characteristics, Professional Identity, Instructional Effectiveness, Writing Improvement, Student Centered Learning, Teacher Collaboration, Expectation, Best Practices |
| DOI: | 10.1080/01626620.2019.1658657 |
| ISSN: | 0162-6620 |
| Abstract: | The purpose of this phenomenological narrative study was to describe what it means to be Literacy Teacher Educators (LTEs) who supported writing in the context of a research-practice partnership (RPP) in the southwestern United States and to identify elements of the RPP in which we worked that were most useful for supporting writing instruction in "underperforming" schools. Inductive analyses of five literacy teacher educators' 12 phenomenological interviews revealed that LTEs were university-school liaisons who: a) used our intertwined identities as LTEs and as writers to understand how to provide support; (b) served as advocates for culturally and lingusitically diverse students (CLDs); (c) used our advocacy for students to determine how to leverage administrative support for writing; and (d) navigated the structural expectations of our roles across the university and schools by focusing more on encouragement than critique in supporting teachers. Elements of the RPP most useful for supporting writing instruction were: (a) LTE understanding; (b) RPP structure; (c) teacher follow-through; (d) improved writing results; and (e) the use of real-life experiences for students. Implications for teachers and administrators who support writing in schools are provided. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1272209 |
| Database: | ERIC |
| Abstract: | The purpose of this phenomenological narrative study was to describe what it means to be Literacy Teacher Educators (LTEs) who supported writing in the context of a research-practice partnership (RPP) in the southwestern United States and to identify elements of the RPP in which we worked that were most useful for supporting writing instruction in "underperforming" schools. Inductive analyses of five literacy teacher educators' 12 phenomenological interviews revealed that LTEs were university-school liaisons who: a) used our intertwined identities as LTEs and as writers to understand how to provide support; (b) served as advocates for culturally and lingusitically diverse students (CLDs); (c) used our advocacy for students to determine how to leverage administrative support for writing; and (d) navigated the structural expectations of our roles across the university and schools by focusing more on encouragement than critique in supporting teachers. Elements of the RPP most useful for supporting writing instruction were: (a) LTE understanding; (b) RPP structure; (c) teacher follow-through; (d) improved writing results; and (e) the use of real-life experiences for students. Implications for teachers and administrators who support writing in schools are provided. |
|---|---|
| ISSN: | 0162-6620 |
| DOI: | 10.1080/01626620.2019.1658657 |
