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      The discourses of male teachers : the role of literate identity in professional practice

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      MEdThesisWelch2009.pdf (1.059Mb)
      Date
      2009
      Author
      Welch, Shannon Rae
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      The purpose of this qualitative study was to examine the ways in which the primary Discourse and school experiences inform the literate identity of a male teacher, as well as his professional practice. The research looks at the various influences and relationships that come to bear on male literate identity from childhood to professional practice. As well, it responds to the contention of the popular media that boys’ lagging literacies might be remediated through the presence of more male literacy role models in the classroom. This study suggests that although role models may be influential under particular circumstances, the development of literate identity is far more complex and nuanced. This study focuses on six male teachers and describes their experiences of literacy, particularly reading, from childhood into professional practice. Data were collected through semi-structured interviews and informal observations. The interviews revealed that male literate identity is a product not only of parental attitudes toward literacy, but it is also determined by the individual’s sense of competence and purpose, as well as sometimes serendipitous encounters with other readers.
      Degree
      Master of Education (M.Ed.)
      Department
      Curriculum Studies
      Program
      Curriculum Studies
      Supervisor
      Park, Jeff
      Committee
      Ward, Angela; McVittie, Janet; Haines, Len; Balzer, Geraldine
      Copyright Date
      2009
      URI
      http://hdl.handle.net/10388/etd-03082009-225757
      Subject
      role models
      Discourse
      reading
      literate identity
      literacy
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