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Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom

Baker, Sally and Cremin, Teresa (2016). Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom. In: Cremin, Teresa and Locke, Terry eds. Writer identity and the teaching and learning of writing. London and New York : Routledge, (In Press).

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Abstract

This chapter sits at the intersection between three established bodies of work: teachers’ identities as writers, the ‘emotional labour’ of teaching (Hochschild, 1983) and teaching writing. There is a broad body of literature that attends to these three areas, yet the emotional experiences of teaching and learning to write is an underexplored dimension within these fields of interest. The chapter seeks to contribute a multi-agent account of the emotional experiences of participating in a UK primary writing classroom, exploring the experiences of the teacher, the teaching/support staff sitting amongst the pupils, and the pupils themselves. These multi-agent accounts are reflected through the shared experience of a particular instance of teaching-writing/writing-teaching, and the interactions within this pedagogical moment, and reflections offered are analysed through the conceptual and sensory lens of emotion. The intention to explore the perspectives of these three groups of stakeholders is a novel approach, and as such adds a fresh perspective to understandings of the role of emotions in the teaching and learning of writing.

In this chapter, we expand upon our previous work on teachers’ writing identities (Cremin and Baker, 2010; Cremin and Baker, 2014). We have chosen to focus the lens on emotion specifically because this emerged as a salient intrapersonal force on how teachers position themselves, and are positioned, in their roles as teacher-writers/ writer-teachers in the primary classroom. In Cremin and Baker (2010), a continuum of teachers’ writing identities was offered (See Fig. 1), which offered a conceptualisation of the available positions and positionings that a teacher can (attempt to) inhabit as they teach writing, influenced by various institutional, intrapersonal and interpersonal factors.

The continuum was intended to demonstrate the struggle that is experienced for some writing teachers as ‘an ongoing oscillation between more conforming identities: teacher-writers writing for the system and more liberating identities: writer-teachers writing more for themselves’ (2010, p. 32). We added a further layer of detail to this work when through multimodal analysis, we unpacked the teachers’ embodied discursive practices that opened and closed particular subject positions for others in the classroom (Cremin and Baker, 2014).

Item Type: Book Section
Copyright Holders: 2016 Routledge
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetThe Open University (OU)
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Related URLs:
Item ID: 47058
Depositing User: Teresa Cremin
Date Deposited: 12 Sep 2016 15:16
Last Modified: 09 Feb 2017 09:29
URI: http://oro.open.ac.uk/id/eprint/47058
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