How Do I Want to be Read? Embodied Autobiographical and Discoursal Selves in Preservice English Teachers' Feedback to High School Writers.
Saved in:
| Title: | How Do I Want to be Read? Embodied Autobiographical and Discoursal Selves in Preservice English Teachers' Feedback to High School Writers. |
|---|---|
| Authors: | Olinger, Andrea R.1 arolin01@louisville.edu, Heron‐Hruby, Alison2 a.hruby@moreheadstate.edu, Chisholm, James S.1 james.chisholm@louisville.edu, Dungan, Braydon L.3 braydon.dungan@louisville.edu, Conn, Hannah M.4 connhannah.business@gmail.com, Nitishin, Julia P.5 julia.nitishin@jefferson.kyschools.us |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Jan-Mar2025, Vol. 60 Issue 1, p1-23. 23p. |
| Subject Terms: | *English teachers, *Psychological feedback, *Students, English language |
| Abstract: | Research on writing pedagogy highlights effective feedback as dialogic and student‐centered. However, few studies have examined how preservice English teachers (PSETs) craft their feedback based on how they want their students to read them. Drawing on sociocultural approaches to writing, we examine the co‐construction of these "discoursal selves" by studying PSETs' talk and embodied actions during focus‐group conversations about their feedback to student writers. Data included videorecorded focus groups, transcripts, and written feedback. By navigating their life histories ("autobiographical selves") and the identities they sought to convey in their feedback ("discoursal selves"), PSETs struggled to contend with their internalized grammarians while projecting a peer identity that was encouraging even when they offered critique. We argue that reflection with PSETs on how they want to be read can empower them to make intentional instructional choices. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Research on writing pedagogy highlights effective feedback as dialogic and student‐centered. However, few studies have examined how preservice English teachers (PSETs) craft their feedback based on how they want their students to read them. Drawing on sociocultural approaches to writing, we examine the co‐construction of these "discoursal selves" by studying PSETs' talk and embodied actions during focus‐group conversations about their feedback to student writers. Data included videorecorded focus groups, transcripts, and written feedback. By navigating their life histories ("autobiographical selves") and the identities they sought to convey in their feedback ("discoursal selves"), PSETs struggled to contend with their internalized grammarians while projecting a peer identity that was encouraging even when they offered critique. We argue that reflection with PSETs on how they want to be read can empower them to make intentional instructional choices. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 19362722 |
| DOI: | 10.1002/rrq.590 |
