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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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Bibliographic Details
Title: How Do I Want to Be Read? Embodied Autobiographical and Discoursal Selves in Preservice English Teachers' Feedback to High School Writers
Language: English
Authors: Andrea R. Olinger (ORCID 0000-0001-7610-8040), Alison Heron-Hruby, James S. Chisholm (ORCID 0000-0002-0988-9315), Braydon L. Dungan, Hannah M. Conn, Julia P. Nitishin
Source: Reading Research Quarterly. 2025 60(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Autobiographies, Self Concept, Preservice Teachers, English Teachers, Feedback (Response), High School Teachers, High School Students, Writing (Composition), Teaching Experience
DOI: 10.1002/rrq.590
ISSN: 0034-0553
1936-2722
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458570
Database: ERIC
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Description
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.
ISSN:0034-0553
1936-2722
DOI:10.1002/rrq.590