DEVELOPING A STORY OF THEORY AND PRACTICE: MULTIGENRE WRITING IN ENGLISH TEACHER EDUCATION

Leslie S. Rush

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DEVELOPING A STORY OF THEORY AND PRACTICE: MULTIGENRE WRITING IN ENGLISH TEACHER EDUCATION

机译：发展理论和实践的故事：英语教师教育中的多体写作

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This article presents a study exploring preservice teachers' experiences with multigenre writing in a secondary English methods course. In multigenre writing (Romano, 2000), students write about their research in a variety of genres as an alternative to the traditional research paper, presenting exposition in narrative forms. Preservice teachers in this study were assigned to write multigenre reflections that connected theory and practice from course readings. Their writing was supported through classroom workshops and discussion. Data collection included samples of preservice teachers' writing, transcripts of focus group interviews, and notes taken from class discussions about multigenre writing. Analysis of these data indicate that the participants in this study worked through their initial anxiety related to the unique expectations of multigenre writing; their written products demonstrate their willingness to push the boundaries of their own and instructor expectations and to craft increasingly sophisticated connections between theory and practice related to teaching English/language arts. Suggestions for incorporation of multigenre writing in teacher education courses are provided.

机译：本文提供了一项研究，探讨了中学英语方法课程中职前教师在多体裁写作方面的经验。在多体写作中（Romano，2000），学生以各种体裁来撰写自己的研究报告，以替代传统研究论文，以叙述形式进行阐述。这项研究中的职前教师被指派撰写多体裁的反思，将课程阅读中的理论与实践联系起来。他们的写作得到了课堂讲习班和讨论的支持。数据收集包括职前教师写作的样本，焦点小组访谈的笔录以及课堂讨论中有关多体裁写作的笔记。对这些数据的分析表明，该研究的参与者克服了与多种体裁写作的独特期望相关的最初焦虑。他们的书面产品显示出他们愿意超越自己的期望和教师期望的界限，并愿意在与英语/语言艺术教学有关的理论与实践之间建立日益复杂的联系。提供了将多体写作纳入教师教育课程的建议。

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《The Teacher Educator》 |2009年第3期|204-216|共13页
作者
Leslie S. Rush;
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Department of Secondary Education, University of Wyoming,;

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DEVELOPING A STORY OF THEORY AND PRACTICE: MULTIGENRE WRITING IN ENGLISH TEACHER EDUCATION

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