Achieving a professional identity through writing
In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and...
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Taylor & Francis Group
2017-10-01
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Series: | Education Inquiry |
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Online Access: | http://dx.doi.org/10.1080/20004508.2017.1380489 |
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doaj-8804a301e0134ceab432a78f371906922020-11-25T00:55:36ZengTaylor & Francis GroupEducation Inquiry2000-45082017-10-018428429810.1080/20004508.2017.13804891380489Achieving a professional identity through writingEmma Arneback0Tomas Englund1Tone Dyrdal Solbrekke2Örebro UniversityÖrebro UniversityOslo UniversityIn what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.http://dx.doi.org/10.1080/20004508.2017.1380489preschool teacher educationprofessional identitydiscourses of communicationacademic writinglongitudinal study |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Emma Arneback Tomas Englund Tone Dyrdal Solbrekke |
spellingShingle |
Emma Arneback Tomas Englund Tone Dyrdal Solbrekke Achieving a professional identity through writing Education Inquiry preschool teacher education professional identity discourses of communication academic writing longitudinal study |
author_facet |
Emma Arneback Tomas Englund Tone Dyrdal Solbrekke |
author_sort |
Emma Arneback |
title |
Achieving a professional identity through writing |
title_short |
Achieving a professional identity through writing |
title_full |
Achieving a professional identity through writing |
title_fullStr |
Achieving a professional identity through writing |
title_full_unstemmed |
Achieving a professional identity through writing |
title_sort |
achieving a professional identity through writing |
publisher |
Taylor & Francis Group |
series |
Education Inquiry |
issn |
2000-4508 |
publishDate |
2017-10-01 |
description |
In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity. |
topic |
preschool teacher education professional identity discourses of communication academic writing longitudinal study |
url |
http://dx.doi.org/10.1080/20004508.2017.1380489 |
work_keys_str_mv |
AT emmaarneback achievingaprofessionalidentitythroughwriting AT tomasenglund achievingaprofessionalidentitythroughwriting AT tonedyrdalsolbrekke achievingaprofessionalidentitythroughwriting |
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