Date of Award
9-5-2013
Document Type
Dissertation
Degree Name
Reading, Ed.S
First Advisor
Dixie Keyes
Committee Members
Rob Lamm; Ryan Kelly
Abstract
The purpose of this study was to explore, narratively, teachers' perceptions of self/identity as teachers, as writers, as teachers of writing, and how those perceptions shaped the instructional practices of teachers. Basing the study in research on writing theorists, identity, experience, and reflection, narrative inquiry in the tradition of Clandinin and Connelly formed the phenomenon and methodology. Construction of narratives of writing, teaching, and teaching of writing appeared in journals and in field texts. Personal artifacts included childhood elementary writing pieces, journals, professional writings, photographs, and emails. Interpreting the narrative threads teased from the data through metaphor, the narratives shared in the teacher study group and the individual journals appeared to bring forward the need to open spaces for individuals to reflect and build positive, authentic writing experiences.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Dillahunty, Donna Carol, "Teachers As Writers, Writers As Teachers: A Narrative Inquiry into Teachers' Perceptions of Self as Teachers, Writers, And Teachers of Writing" (2013). Student Theses and Dissertations. 821.
https://arch.astate.edu/all-etd/821
