Artefacts, Practices and Pedagogies: Teaching Writing in English in the NAPLAN Era

Autor/inn/en	Gannon, Susanne; Dove, Jennifer
Titel	Artefacts, Practices and Pedagogies: Teaching Writing in English in the NAPLAN Era
Quelle	In: Australian Educational Researcher, 48 (2021) 4, S.657-679 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gannon, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-020-00416-6
Schlagwörter	Secondary School Teachers; English Teachers; Writing Instruction; Case Studies; School Visitation; Teaching Methods; English Instruction; National Curriculum; Foreign Countries; Educational Practices; Teacher Attitudes; Portfolios (Background Materials); Educational Philosophy; Australia + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; English langauage lessons; Ausland; Bildungspraxis; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Australien
Abstract	In secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers' practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01