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Negotiating Professional Identities ...

Webb, Marie.

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Negotiating Professional Identities of English Language, Rhetoric, Composition, and Writing Studies Instructors: Implications for Teacher Education across Disciplines.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Negotiating Professional Identities of English Language, Rhetoric, Composition, and Writing Studies Instructors: Implications for Teacher Education across Disciplines./
作者:	Webb, Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	261 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27829802
ISBN:	9798643174615

Negotiating Professional Identities of English Language, Rhetoric, Composition, and Writing Studies Instructors: Implications for Teacher Education across Disciplines.
Webb, Marie.

Negotiating Professional Identities of English Language, Rhetoric, Composition, and Writing Studies Instructors: Implications for Teacher Education across Disciplines. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 261 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2020.

This item must not be sold to any third party vendors.

This dissertation investigated interdisciplinary writing teachers' perceived disciplinary investments in applied linguistics, rhetoric, and writing studies and the enactments of their investments in their teaching. English professionals have multifaceted professional identities and draw upon theory and pedagogies from writing studies and rhetoric in addition to applied linguistics (Racelis & Matsuda, 2015). However, the findings of this dissertation demonstrated that three actors struggled with their multifaceted professional identity constructions as they negotiated perceived competing pedagogies and various career paths across writing studies and applied linguistics (Steadman, Kayi-Aydar, Vogel, 2018). By engaging in (re)constructing their professional identities, they were able to mediate conflicts between their perceived practices and enacted practices within their multilingual and non-multilingual sections of EAP, FYE, WID, and graduate level writing courses. Prior research on multilingual writing teacher identities at the university level has not incorporated teacher observations (Lee, 2013; Matsuda, 2017; Racelis & Matsuda, 2015; Steadman et al., 2018). This dissertation used portraiture theory and methodology as it privileges the role of participant observation and identity negotiations within a feminist poststructuralist lens. Portraiture methodology provided a suitable lens of goodness to explore what each actor in this dissertation viewed as successful teaching of multilingual and non-multilingual writing in relation to their self-perceived professional identities. Three actor portraits showcased their multifaceted professional identity constructions and (non)enactments of their disciplinary investments across English studies in their teaching. Findings demonstrated a need for teacher education of the successful integration of language pedagogies into writing courses and departmental support for cross-disciplinary/programmatic interactions of faculty housed in separate multilingual writing and writing programs (Ferris, 2017; Leonard, 2011; Tardy 2017c). Finally, implications and future research for advancing scholarship on teacher education and institutional hiring processes that corroborate Tardy's (2017a) call for transdisciplinary hiring and scholarship across rhetoric, writing studies, and applied linguistics were presented.

ISBN: 9798643174615Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

English language

Negotiating Professional Identities of English Language, Rhetoric, Composition, and Writing Studies Instructors: Implications for Teacher Education across Disciplines.
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