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The Dialogic Interplay of Writing and Teaching Writing: Teacher-Writers’ Talk and Textual Practices across Contexts

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journal contribution
posted on 20.01.2016 by R. Woodard
This study uses dialogic theory to understand teacher-writers’ practices across in- and out-ofschool contexts. Using case study methods to closely observe and interview a middle school teacher and a high school teacher, as well as analyze their writing, the study identified similarities in the teachers’ appropriations of language, textual practices, and ideologies across contexts. However, each teacher appropriated distinct practices in discipline-specific ways, with one focused on the literate practices of creative writers and the other focused on the literate practices of online, networked writers. These contrastive examples highlight ways in which teacher-writers’ literate and instructional activities dialogically inform each other in both similar and distinct ways. Ultimately, I make the argument that dialogic perspectives that attend to teachers’ out-of-school practices provide richer, more complex understandings of instructional practice than currently popular conceptions of “best practices” and “value-added” teaching.

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Funding

This research was conducted with support from a block grant fellowship from the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign.

History

Publisher Statement

This is the copy of an article published in Research in the Teaching of English © 2015 National Council of Teachers of English Publications.

Publisher

National Council of Teachers of English

issn

0034-527X

Issue date

01/08/2015

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