How Do I Want to be Read? Embodied Autobiographical and Discoursal Selves in Preservice English Teachers' Feedback to High School Writers.
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| Title: | How Do I Want to be Read? Embodied Autobiographical and Discoursal Selves in Preservice English Teachers' Feedback to High School Writers. |
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| 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183756690 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How Do I Want to be Read? Embodied Autobiographical and Discoursal Selves in Preservice English Teachers' Feedback to High School Writers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Olinger%2C+Andrea+R%2E%22">Olinger, Andrea R.</searchLink><relatesTo>1</relatesTo><i> arolin01@louisville.edu</i><br /><searchLink fieldCode="AR" term="%22Heron‐Hruby%2C+Alison%22">Heron‐Hruby, Alison</searchLink><relatesTo>2</relatesTo><i> a.hruby@moreheadstate.edu</i><br /><searchLink fieldCode="AR" term="%22Chisholm%2C+James+S%2E%22">Chisholm, James S.</searchLink><relatesTo>1</relatesTo><i> james.chisholm@louisville.edu</i><br /><searchLink fieldCode="AR" term="%22Dungan%2C+Braydon+L%2E%22">Dungan, Braydon L.</searchLink><relatesTo>3</relatesTo><i> braydon.dungan@louisville.edu</i><br /><searchLink fieldCode="AR" term="%22Conn%2C+Hannah+M%2E%22">Conn, Hannah M.</searchLink><relatesTo>4</relatesTo><i> connhannah.business@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Nitishin%2C+Julia+P%2E%22">Nitishin, Julia P.</searchLink><relatesTo>5</relatesTo><i> julia.nitishin@jefferson.kyschools.us</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Jan-Mar2025, Vol. 60 Issue 1, p1-23. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183756690 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/rrq.590 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1 Subjects: – SubjectFull: English teachers Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Students Type: general – SubjectFull: English language Type: general Titles: – TitleFull: How Do I Want to be Read? Embodied Autobiographical and Discoursal Selves in Preservice English Teachers' Feedback to High School Writers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Olinger, Andrea R. – PersonEntity: Name: NameFull: Heron‐Hruby, Alison – PersonEntity: Name: NameFull: Chisholm, James S. – PersonEntity: Name: NameFull: Dungan, Braydon L. – PersonEntity: Name: NameFull: Conn, Hannah M. – PersonEntity: Name: NameFull: Nitishin, Julia P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19362722 Numbering: – Type: volume Value: 60 – Type: issue Value: 1 Titles: – TitleFull: Reading Research Quarterly (John Wiley & Sons, Inc.) Type: main |
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