In this article, we reflect upon "the teacher as writer" and describe how we see this concept and movement developing. We articulate a view of the teacher-writer as empowered advocate. Using examples from our scholarship, we illustrate how this powerful idea can transform research conducted about and with teachers. Finally, we draw attention to the potential of the teacher-writer stance as a means of resistance to current reform efforts that disempower teachers.
|Original language||English (US)|
|Number of pages||8|
|Journal||Research in the Teaching of English|
|State||Published - Nov 1 2014|
All Science Journal Classification (ASJC) codes
- Language and Linguistics
- Linguistics and Language