A reflexive approach to teaching writing : Enablements and constraints in primary school classrooms

Journal article


Ryan, Mary, Khosronejad, Maryam, Barton, Georgina, Kervin, Lisa and Myhill, Debra. (2021). A reflexive approach to teaching writing : Enablements and constraints in primary school classrooms. Written Communication. 38(3), pp. 417-446. https://doi.org/10.1177/07410883211005558
AuthorsRyan, Mary, Khosronejad, Maryam, Barton, Georgina, Kervin, Lisa and Myhill, Debra
Abstract

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

Keywordsclassroom writing conditions; reflexive writing pedagogy; teacher talk; teaching writing; writing; writing knowledge
Year2021
JournalWritten Communication
Journal citation38 (3), pp. 417-446
PublisherSAGE Publications
ISSN0741-0883
Digital Object Identifier (DOI)https://doi.org/10.1177/07410883211005558
Scopus EID2-s2.0-85104136631
Research or scholarlyResearch
Page range417-446
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online09 Apr 2021
Publication process dates
Deposited25 Feb 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP190101033
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