The identity development of writing teachers: A case study in a graduate course on writing feedback.
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This study investigates how three graduate students build and develop their identities as writing teachers through a graduate seminar focused on written feedback. Teacher feedback on writing has been extensively studied from the perspective of student writers, including its effectiveness (Ferris, 2003, 2006; Frantzen, 1995; Lalande, 1982; Lee, 1997) and their personal reactions (Ferris, 1995; Saito, 1994; Radecki & Swales, 1988; Enginarlar, 1993). However, teachers’ reflections of their own feedback have rarely been studied. By analyzing three graduate students’ reflections written monthly and their personal histories of learning and teaching writing, written at the end of the class, as well as their actual feedback they provide as a classroom practice, this study explores how their views on teacher feedback changed, how these views were reflected in their feedback, and how this process affected their identity development. The results indicate that the three different participants show how their identities as writing teachers developed depending on their own experiences both as a student and a teacher. These findings shed light on the importance of giving opportunities for teachers-intraining to build their identities as writing teachers along with training their feedback skills.
Abstract
This study investigates how three graduate students build and develop their identities as writing teachers through a graduate seminar focused on written feedback. Teacher feedback on writing has been extensively studied from the perspective of student writers, including its effectiveness (Ferris, 2003, 2006; Frantzen, 1995; Lalande, 1982; Lee, 1997) and their personal reactions (Ferris, 1995; Saito, 1994; Radecki & Swales, 1988; Enginarlar, 1993). However, teachers’ reflections of their own feedback have rarely been studied. By analyzing three graduate students’ reflections written monthly and their personal histories of learning and teaching writing, written at the end of the class, as well as their actual feedback they provide as a classroom practice, this study explores how their views on teacher feedback changed, how these views were reflected in their feedback, and how this process affected their identity development. The results indicate that the three different participants show how their identities as writing teachers developed depending on their own experiences both as a student and a teacher. These findings shed light on the importance of giving opportunities for teachers-intraining to build their identities as writing teachers along with training their feedback skills.
참고문헌 (30)
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