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

Version 2 2024-06-04, 05:46
Version 1 2016-11-14, 15:49
journal contribution
posted on 2024-06-04, 05:46 authored by M Wells, D Lyons, Glenn AuldGlenn Auld
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.

History

Journal

English in Australia

Volume

51

Pagination

53-61

Location

Kensington Gardens, S. Aust.

ISSN

0046-208X

eISSN

0155-2147

Language

English

Publication classification

C Journal article, C1 Refereed article in a scholarly journal

Copyright notice

2016, The Authors

Issue

1

Publisher

AATE-AUSTRALIAN ASSOC TEACHING ENGLISH