Critical Discourse Analysis of Elementary School Teachers’ Writership Identities

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Ömer Faruk Tavşanlı http://orcid.org/0000-0003-1366-1679 Abdullah Kaldırım http://orcid.org/0000-0003-0582-4159

Abstract

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.

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TAVŞANLI, Ömer Faruk; KALDIRIM, Abdullah. Critical Discourse Analysis of Elementary School Teachers’ Writership Identities. International Electronic Journal of Elementary Education, [S.l.], v. 13, n. 1, p. 77-88, oct. 2020. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/1221>. Date accessed: 27 oct. 2020.
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