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A reflexive approach to teaching writing : Enablements and constraints in primary school classrooms
Ryan, Mary Khosronejad, Maryam Barton, Georgina Kervin, Lisa Myhill, Debra
Ryan, Mary
Khosronejad, Maryam
Barton, Georgina
Kervin, Lisa
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.
Keywords
classroom writing conditions, reflexive writing pedagogy, teacher talk, teaching writing, writing, writing knowledge
Date
2021
Type
Journal article
Journal
Written Communication
Book
Volume
38
Issue
3
Page Range
417-446
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled