期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2020
卷号：13
期号：1
页码：77-88
DOI：10.26822/iejee.2020.174
出版社：International Electronic Journal of Elementary Education
摘要：This study aimed to identify elementary school teachers’
perceptions of their writing experiences and examine
the factors forming their writership identities by analyzing
their perceptions. This study is a phenomenological study
conducted with six elementary school teachers. Data were
collected through a semi-structured interview form. The data
were analyzed based on Gee’s (2010) theory of discourse.
The results showed that the teachers described writing as
an essential skill used for transferring emotions and thoughts.
They stated that language skills were interrelated and that
there was a need to have a certain set of skills to be able
to write. The development of technology had reduced the
need for classical writing, and social prejudices had reduced
the teachers’ willingness to write. The teachers consider
themselves neither very successful nor very unsuccessful
writers but a medium level in general. They were happy
when writing, even though they did not like expressing
their feelings. They thought that writing successfully had a
profound effect on academic achievement and that the
largest share in educating individuals to be good writers
was in teachers' hands.
其他摘要：The aim of this study was to identify elementary school teachers’ opinions about their writing experiences and to investigate the factors that form their writership identities by analyzing their opinions. This study was a phenomenological study conducted with six elementary school teachers. Data were collected through a semi-structured interview form. Analyses of the data were carried out based on Gee’s (2010) Theory of Discourse. The results showed that the teachers described writing as an important skill used for transferring emotions and thoughts. They stated that language skills were interrelated and that there was a need to have a certain set of skills to be able to write. The development of technology had reduced the need for classical writing and social prejudices had reduced the teachers’ willingness to write. The teachers saw themselves as writers neither at a very successful level, nor at a very unsuccessful but at a medium level in general. They stated that they were happy when they were writing, even though they did not like expressing their feelings. They thought that writing successfully had a profound effect on academic achievement and that the largest share in educating individuals to be good writers was in teachers' hands.
关键词：Writing; Writership Identity; Elementary School
Teachers; Critical Discourse Analysis
