English Teacher Interpretive Communities: An Exploratory Case Study of Teachers’ Literacy Practices and Pedagogical Reasoning

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
E. Rainey, Scott Storm
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引用次数: 5

Abstract

ABSTRACT In this exploratory case study, the authors employed an “interpretive communities” lens to investigate the ways in which 12 high school English teachers of one district read and reasoned with literary works. Primary data sources were verbal protocol interviews and semistructured interviews. Analysis revealed that the focal teachers represented three distinct interpretive communities: questing, finding, and associating. Further, there were distinct patterns in their pedagogical reasoning about literacy teaching that seemed to be aligned with their dominant interpretive community. Results have implications for literacy research, professional development, and teacher education. Results may be of particular interest to proponents of disciplinary literacy teaching and learning.
英语教师阐释社区:教师素养实践与教学推理的探索性案例研究
在这一探索性案例研究中,作者采用“解释性社区”的视角调查了某地区12名高中英语教师阅读和推理文学作品的方式。主要数据来源为口头协议访谈和半结构化访谈。分析显示,焦点教师代表三个不同的解释群体:探索、发现和联想。此外,在他们关于识字教学的教学推理中,有明显的模式,似乎与他们占主导地位的解释群体一致。研究结果对扫盲研究、专业发展和教师教育具有启示意义。结果可能是特别感兴趣的学科扫盲教学和学习的支持者。
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来源期刊
Literacy Research and Instruction
Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
8.30%
发文量
18
期刊介绍: Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.
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