"I Practice Teaching": Transforming Our Professional Identities as Literacy Teachers Through Action Research. (July 2017)

• Record Type: Journal Article
• Authors: Schutz, Kristine M.; Hoffman, James V.
• Is Part Of: Reading teacher. Volume 71:Number 1(2017)
• Page Start: 7
• Page End: 12
• Publication Date: 2017-07
• Subjects: Teacher education; professional development, -- Policy, -- Action research, -- teacher research < Research methodology, -- Reflection < Teacher education, -- professional development, -- Sociocultural < Theoretical perspectives, -- 6‐Adult; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.1592
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: The authors argue for the importance of practice in the professional lives of literacy teachers. Literacy practices and teaching practices are imbued with intentionality, context (temporal, social, political, and cultural), perspective, and outcomes. The goal of this article is to open a dialogue that could begin to normalize a theory of practice and practitioner research as central to the professional identity of teachers. The authors suggest that this professional identity is not something that can be given to teachers; rather, teachers must claim it through their practice.