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How does the act of writing impact on discursively mediated professional identities? A case study of three teachers

Wells, Muriel, Lyons, Damien and Auld, Glenn 2016, How does the act of writing impact on discursively mediated professional identities? A case study of three teachers, English in Australia, vol. 51, no. 1, pp. 53-61.

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Title How does the act of writing impact on discursively mediated professional identities? A case study of three teachers
Author(s) Wells, Muriel
Lyons, Damien
Auld, GlennORCID iD for Auld, Glenn orcid.org/0000-0001-7875-2972
Journal name English in Australia
Volume number 51
Issue number 1
Start page 53
End page 61
Total pages 9
Publisher Australian Association for the Teaching of English
Place of publication Kensington Gardens, S. Aust.
Publication date 2016
ISSN 0155-2147
Keyword(s) teachers - practice
writing - educational aspects
English education - case studies
authors - practice
authors as teachers - practice
teachers as authors - practice
Australia
Social Sciences
Education & Educational Research
Summary This paper explores the effects participation as writers has on the identities teachers take on when they are both writers who teach and teachers who write. This paper focuses on three interview participants and explores their encounters as writers as they engaged in the ‘risky’ business of being writers, within and beyond school. A narrative inquiry methodology is used to interrogate the data about the teachers’ lived experience of being writers while also being teachers of writing. ‘Participant narratives’ are used to present the data and to explore the impact being a writer has on participants’ discursively mediated identities.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30088878

Document type: Journal Article
Collection: School of Education
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