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

Ryan, Mary and Khosronejad, Maryam and Barton, Georgina and Kervin, Lisa and Myhill, Debra (2021) A reflexive approach to teaching writing: enablements and constraints in primary school classrooms. Written Communication. pp. 1-30. ISSN 0741-0883


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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 9 April 2021. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 19 Apr 2021 02:20
Last Modified: 19 Apr 2021 02:20
Uncontrolled Keywords: classroom writing conditions, reflexive writing pedagogy, teacher talk, teaching writing, writing, writing knowledge
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Identification Number or DOI: https://doi.org/10.1177/07410883211005558
URI: http://eprints.usq.edu.au/id/eprint/41806

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