Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Cultivating a learner's stance for engagement in teacher-inquiry: An aim for writing pedagogy education

Jessica Rivera-Mueller, University of Nebraska - Lincoln

Abstract

This dissertation argues that writing teacher educators (WTEs) can more purposefully advance their commitment to sponsoring inquiry-oriented teacher development by helping pre-service and practicing writing teachers examine how they are developing as inquirers. Building from scholarship in Composition and English Education and the findings from a narrative-based qualitative study that included four secondary and post-secondary teachers of writing, I have named this attention to how teachers learn and grow their inquiry processes a learner’s stance for engagement in teacher-inquiry. This stance is a readiness to see and engage professional work with an eye toward growing one’s ability to engage in teacher-inquiry. Drawing from Jean Lave and Etienne Wenger’s theory of learning, legitimate peripheral participation, I present three kinds of learning activities that WTEs can foreground in teacher education contexts to cultivate a learner’s stance. These activities include: developing goals for teacher development, exploring tensions involved in the interpretation of teaching moments, and negotiating stakeholder positions. Using findings from the qualitative study, the dissertation chapters demonstrate how these learning activities enable teachers to examine and develop the frameworks supporting their inquiry practices. Additionally, the conclusion offers concrete ways that WTEs can implement these activities in teacher education courses.^

Subject Area

Pedagogy|Teacher education

Recommended Citation

Rivera-Mueller, Jessica, "Cultivating a learner's stance for engagement in teacher-inquiry: An aim for writing pedagogy education" (2016). ETD collection for University of Nebraska - Lincoln. AAI10139946.
http://digitalcommons.unl.edu/dissertations/AAI10139946

Share

COinS