The Education of the Creative Writing Teacher: A Study of Conceptions of Creative Writing Pedagogy in Higher Education.

creative writing pedagogy in higher education;phenomenography;pedagogic identity;communities of practice;teacher training in higher education;English Language and Literature;Education;Humanities;Social Sciences;English and Education

Manery, RebeccaLight, Gregory James ;

University of Michigan

关键词: creative writing pedagogy in higher education;    phenomenography;    pedagogic identity;    communities of practice;    teacher training in higher education;    English Language and Literature;    Education;    Humanities;    Social Sciences;    English and Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/133407/rmanery_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This qualitative study responds to ongoing discussions in creative writing studies about the lack of discipline-specific pedagogic training for graduate creative writing students. Since 1994, creative writing scholars have called for graduate programs to offer instruction in creative writing pedagogy in order to correct persistent misconceptions of creative writing as unteachable, prepare graduate students to teach undergraduate courses, and to suggest alternatives to the entrenched pedagogic practice of the traditional writer’s workshop. Currently, 33 U.S. graduate programs offer creative writing pedagogy courses, but these courses have gone virtually unexamined in the literature. Through phenomenographic interviews with seven creative writing pedagogy teachers at six U.S. graduate creative writing programs and an analysis of their course syllabi, this dissertation project investigated how instructors of those few courses offered in creative writing pedagogy prepare future instructors. This study discovered significant variation in creative writing pedagogy course parameters and in creative writing pedagogy teachers’ conceptions of teaching described in terms of five categories of pedagogic identity. This study suggests that creative writing pedagogy courses are unlikely to change conceptions or lead to innovation in pedagogic practice unless they address core conceptions of teachers and teaching and investigate alternative pedagogies. Guiding objectives for creative writing pedagogy courses drawn from all five pedagogic identities are identified. These objectives and the categories of pedagogic identity discovered in the data are intended to provide creative writing and creative writing pedagogy teachers, program administrators, and scholars with tools useful for reflection, evaluation, and planning for the future education of creative writing teachers.