Inquiry-Based Teacher Writing Groups as Sites for Professional Learning and Restorying Identities

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dc.contributor.authorTondreau, Amy
dc.contributor.authorJohnston, Kelly C.
dc.date.accessioned2022-08-22T19:54:35Z
dc.date.available2022-08-22T19:54:35Z
dc.date.issued2022-08-04
dc.description.abstractIn this article, we use narrative inquiry to examine one teacher’s experiences of participating in an inquiry-based teacher writing group. Narrative inquiry centers teachers’ stories, revealing the complexities of teaching and writing identities. We argue that, despite the “cover story” of a binary writing identity, teachers’ stories about their lives and their practice reveal much more complex writing and teaching identities. Inquiry-based professional learning experiences invite teachers to bring in their lived experiences and collaborate with one another to (re)story themselves as professionals, writers, and teachers of writing. Rewriting these identities and crafting new storied selves is an important part of professionalizing teaching, fostering teacher agency and supporting sustained professional learning. The findings demonstrate the need for a re-envisioning of teachers’ positioning in professional learning, restructuring professional development to value the work teachers can produce together when given an opportunity to engage as learners in their everyday school contexts.en_US
dc.description.urihttps://www.tandfonline.com/doi/abs/10.1080/08878730.2022.2107130?src=&journalCode=utte20en_US
dc.format.extent33 pagesen_US
dc.genrejournal articlesen_US
dc.genrepostprintsen_US
dc.identifierdoi:10.13016/m28vcl-eclr
dc.identifier.citationAmy Tondreau & Kelly Johnston (2022) Inquiry-Based Teacher Writing Groups as Sites for Professional Learning and Restorying Identities, The Teacher Educator, DOI: 10.1080/08878730.2022.2107130en_US
dc.identifier.urihttps://doi.org/10.1080/08878730.2022.2107130
dc.identifier.urihttp://hdl.handle.net/11603/25539
dc.language.isoen_USen_US
dc.publisherTaylor & Franciseen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in The Teacher Educator on 4 Aug 2022, available online: http://www.tandfonline.com/10.1080/08878730.2022.2107130.en_US
dc.rightsAccess to this item will begin on 02/04/2024.
dc.titleInquiry-Based Teacher Writing Groups as Sites for Professional Learning and Restorying Identitiesen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0003-4006-9697en_US

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