ERIC Number: EJ1458570
Record Type: Journal
Publication Date: 2025-Jan
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0553
EISSN: EISSN-1936-2722
How Do I Want to Be Read? Embodied Autobiographical and Discoursal Selves in Preservice English Teachers' Feedback to High School Writers
Andrea R. Olinger; Alison Heron-Hruby; James S. Chisholm; Braydon L. Dungan; Hannah M. Conn; Julia P. Nitishin
Reading Research Quarterly, v60 n1 e590 2025
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.
Descriptors: Autobiographies, Self Concept, Preservice Teachers, English Teachers, Feedback (Response), High School Teachers, High School Students, Writing (Composition), Teaching Experience
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://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A