Year: 2024
Type: article
Abstract: Effective professional development (PD) in teaching writing involves supporting teachers' knowledge of the writer's craft, including their thinking processes, linguistic knowledge and practical strategies for teaching these. Grammar‐for‐writing approaches support teachers' knowledge of how grammar creates meaningful effects in writing. While training initiatives support teachers' knowledge of writing processes, more is needed to transfer process knowledge into effective teaching. Synthesising “writerly processes” with grammar‐for‐writing strategies may support teachers' classroom practice. This article explores the development of a workshop for teachers on a novel imaginative embodiment approach for teaching narrative writing, which links imaginative thinking and linguistic knowledge. The article reports on a study with Year 5 international school teachers in Hong Kong and their perceived efficacy of the approach after trialling it in their classrooms throughout a narrative writing unit, with the purpose of informing future teacher training. Findings from semi‐structured interviews showed that teachers perceived imaginative embodiment as supporting their “insider” understanding of writing processes through purposeful and specific strategies resulting in student improvements. However, unfamiliarity with the approach and insecure linguistic subject knowledge resulted in a steep learning curve. It is argued that imaginative embodiment training may develop teachers' understanding of, and strategies for, teaching the link between narrative imagination and grammatical choice, but training should cater to teachers' prior linguistic knowledge.
Source: Literacy
DOI: 10.1111/lit.12387
Author: Brett Healey
Institution: Curtin University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,300
Funder: Curtin University of Technology
OpenAlex ID: W4402533162