Journal Teaching 3
Reference: Fallon, Lochran C. Whitney, Elrod Anne. 2016. It’s a
Two-Way Street: Giving Feedback in a Teacher Writing Group. The Journal of Writing Teacher Education.
Vol5/4 (p:61-73)
the study was
talking about giving feedback in a teacher writing group. this study focused on
benefits to teachers themselves. For example, Dawson’s group formed as a
writing group for teachers—not a space focused on instruction or lesson plans,
but a space where we can write for our own purposes and audiences and give each
other feedback" (Dawson et al., 2013, p. 94). This “breathing space”
allows for “discussion” and “talk,” and provide teacher-writers with a place
where they may be able to “expand [their] notions of writing and [their] ways
of being writers…writ[ing] to make sense, heal, escape, laugh, and play” (p.
97). This study shifted the focus on feedback from the recipient to the
provider of feedback, and the effects that providing feedback could have
on one's own work. Through analysis of responses gathered by interviews
with several teacher writers working together in a writing group, we will
argue that providing feedback takes place within a contextual
relationship of reciprocity that transforms the writing of all participants
involved. This study employed a case study design. A typical meeting includes
sharing of writing goals, quiet time for writing, and time for sharing with a
partner and/or the whole group. Members also sometimes exchange drafts online
for more in-depth feedback. Finally, the members sometimes take up shared
writing tasks, including for example a column in the local newspaper,
collaborative conference presentations, or producing an anthology of their
writing. women and one man, all white; these demographics are proportionate to
the population of teachers in the local area and to the membership of this
writing group. The women were all experienced teachers in public schools,
ranging from elementary to high school and with a range of nine to 20+ years in
the teaching profession. The man was a university professor. All of the
participants in this study have been given pseudonyms, and details such as
grade taught and years in education are withheld to reduce likelihood of
identification in our community. the result of the study are described two categories of benefit to
themselves by offering feedback to other teacher-writers. they are benefits to
the writer/group and benefits reflected in the written texts themselves.
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