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ERIC Number: EJ955856
Record Type: Journal
Publication Date: 2012-Apr
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Discursively Complex Identities of New Zealand Teachers of Writing in Times of Contestation and Change
Dix, Stephanie
Teaching and Teacher Education: An International Journal of Research and Studies, v28 n3 p405-417 Apr 2012
Changes in political, social and educational curriculum policies over the past four decades have created discursive shifts in writing theory and practice for New Zealand primary teachers. While these policies have historically privileged a particular view of writing over others, very little is known as to how teachers engage with experienced discourses of writing. Three broad conceptual metaphors, taking a "writer", "text" and "social" perspective, frame the writing theories and practices and provide a context for the development of heuristic markers used to analyse the teachers' interviews. Discourse analysis revealed teachers' complex identities and knowledge or lack of, available writing discourses. (Contains 4 figures and 1 chart.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand