DOI
https://doi.org/10.14305/jn.19440413.2022.14.2.01
Abstract
This article focuses on a collective case study of two teachers attending a professional development workshop focused on writing for publication via educational blogs. Through a qualitative study, we sought to understand how attending the workshop and publishing on a national organization's blog shaped the two teachers' own identities as teachers and shifted their thinking about blogs as a genre. We argue the two teachers had a shift in conceptualizing what counted as scholarship as well as problematizing who counted as a scholar. In an era of increased attacks on teachers' intellectualism and autonomy, we believe publishing on national blogs is one way teachers can reclaim their professional knowledge in our current socio-political landscape. Our work has implications for the fields of teacher education, teacher leadership, and professional development.
Recommended Citation
Miller, H., & Jeter, G. (2022). “We can position ourselves as experts”: Teachers learning to write and publish on national blogs. Excelsior: Leadership in Teaching and Learning, 14(2), 66-81. https://doi.org/10.14305/jn.19440413.2022.14.2.01 CCBY.
Included in
Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
