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dc.contributor.authorDix, Stephanie Margaret
dc.date.accessioned2012-02-29T01:55:51Z
dc.date.available2012-02-29T01:55:51Z
dc.date.issued2012
dc.identifier.citationDix, S. (2012). Discursively complex identities of New Zealand teachers of writing in times of contestation and change. Teaching and Teacher Education, 28(3), 405-417.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6069
dc.description.abstractChanges in political, social and educational curriculum policies over the past four decades have created discursive shifts in writing theory and practice for New Zealand primary teachers. While these policies have historically privileged a particular view of writing over others, very little is known as to how teachers engage with experienced discourses of writing. Three broad conceptual metaphors, taking a ‘writer’, ‘text’ and ‘social’ perspective, frame the writing theories and practices and provide a context for the development of heuristic markers used to analyse the teachers’ interviews. Discourse analysis revealed teachers’ complex identities and knowledge or lack of, available writing discourses.en_NZ
dc.language.isoen
dc.publisherElsevieren_NZ
dc.relation.urihttp://www.sciencedirect.com/science/article/pii/S0742051X11001375en_NZ
dc.subjectdiscourse analysisen_NZ
dc.subjectidentitiesen_NZ
dc.subjectwriting practicesen_NZ
dc.subjecttheories of writingen_NZ
dc.subjectteachers’ voicesen_NZ
dc.titleDiscursively complex identities of New Zealand teachers of writing in times of contestation and changeen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1016/j.tate.2011.11.004en_NZ
dc.relation.isPartOfTeaching and Teacher Educationen_NZ
pubs.begin-page1en_NZ
pubs.elements-id36964
pubs.end-page417en_NZ
pubs.issue3en_NZ
pubs.volume_onlineen_NZ


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