ABSTRACT

In this exploratory case study, the authors employed an “interpretive communities” lens to investigate the ways in which 12 high school English teachers of one district read and reasoned with literary works. Primary data sources were verbal protocol interviews and semistructured interviews. Analysis revealed that the focal teachers represented three distinct interpretive communities: questing, finding, and associating. Further, there were distinct patterns in their pedagogical reasoning about literacy teaching that seemed to be aligned with their dominant interpretive community. Results have implications for literacy research, professional development, and teacher education. Results may be of particular interest to proponents of disciplinary literacy teaching and learning.

摘要

在这个探索性案例研究中，作者采用了“解释性社区”的视角来调查一个地区的 12 名高中英语教师阅读和推理文学作品的方式。主要数据来源是口头协议访谈和半结构化访谈。分析表明，核心教师代表了三个不同的解释社区：探索、发现和联想。此外，他们关于扫盲教学的教学推理有明显的模式，似乎与他们主导的解释社区保持一致。结果对扫盲研究、专业发展和教师教育有影响。结果可能对学科素养教与学的支持者特别感兴趣。