Discourses in Teachers' Talk about Writing

Autor/inn/en	Sturk, Erika; Lindgren, Eva
Titel	Discourses in Teachers' Talk about Writing
Quelle	In: Written Communication, 36 (2019) 4, S.503-537 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088319862512
Schlagwörter	Teacher Attitudes; Writing Processes; Compulsory Education; Elementary School Teachers; Secondary School Teachers; Writing Instruction; Foreign Countries; Children; Adolescents; Writing Skills; Creativity; Literacy; 21st Century Skills; Swedish; Audience Awareness; Social Environment; Critical Literacy; Sweden + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulpflicht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Writing skill; Schreibfertigkeit; Kreativität; Alphabetisierung; Schreib- und Lesefähigkeit; Schwedisch; Soziales Umfeld; Kritisches Lesen; Schweden
Abstract	Views about what writing is and how it should be taught have varied over the years as well as across contexts. Studies of curricula, teaching materials, and teaching practices have shown a strong focus on skills, genres, and processes, but few have asked teachers about their perspectives on writing. In this article we explore what views, or discourses, of writing are currently active among teachers in Swedish compulsory education, covering ages from 7 to 15. Sixty teachers answered a questionnaire with open and closed questions. Using Ivanic's framework for discourses of writing, the answers were analyzed holistically in order to define what main discourse, or discourses, each teacher represented. Results show that most teachers represent one main discourse, but that a combination of discourses occur, in particular among teachers from the earliest school years (1-3). The most common discourse was the process discourse, followed by genre, creativity, skills, and thinking. None of the teachers represented the social practice or the sociopolitical discourse. The results concur with findings from studies of curricula, teaching materials, and teaching practices both in Sweden and globally and are discussed in relation to what literacy skills may be necessary in the 21st century in order to participate in social and political life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01