Building linguistic subject knowledge for writing instruction: Teacher responses to professional learning
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Julie Arnold Thesis
(PDF 6MB)
Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. |
Description
This study contributes to knowledge about teacher professional learning, in particular a theorisation of the process of turning linguistic subject knowledge into effective pedagogy for writing. The research project explored teacher responses to professional learning about language in the Australian Curriculum: English, Year 10. Systemic functional linguistics provided a framework for collaborative decision-making about specific professional learning needs. Design-based research methodology provided insight into how teachers' developing knowledge base influenced decisions about the planning and delivery of writing instruction. Further, Lee Shulman's approach to pedagogical reasoning and action supported an analysis of teachers' accounts of the decisions they made.
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| ID Code: | 127244 |
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| Item Type: | QUT Thesis (Master of Philosophy) |
| Supervisor: | Alford, Jennifer & van Leent, Lisa |
| Keywords: | grammar, language, linguistic pedagogical subject knowledge, linguistic subject knowledge, pedagogical content knowledge, professional learning, secondary English teaching, systemic functional linguistics, writing, functional grammar |
| DOI: | 10.5204/thesis.eprints.127244 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership |
| Institution: | Queensland University of Technology |
| Deposited On: | 26 Mar 2019 04:46 |
| Last Modified: | 26 Mar 2019 04:46 |
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