Exploring New Genres as an ELA Teacher

Summary and review of:

Bentley. (2013). Supernovas and Superheroes: Examining Unfamiliar Genres and Teachers’ Pedagogical Content Knowledge

English Education, V45 N3

http://www.ncte.org/library/NCTEFiles/Resources/Journals/EE/0453-apr2013/EE0453Super.pdf

Transcript:

This study furthers research suggesting that exposure to unfamiliar genres improves student writing proficiency. The focus here, however, is not on students, but on ELA teachers. ­­­­Bentley argues that developing, examining, and improving upon writing skills is paramount to the professional development and long-term success of ELA educators. A firm focus on writing in unfamiliar genres has been shown to improve student proficiency and morale, by “leveling the playing field.” Challenging ELA teachers in a similar way allows them to increase ELA pedagogical knowledge by taking on the role of a writer exploring new terrain, as their students often are, and ought to be.

Bentley’s study was a comprehensive case-study, involving a small group of teachers from one educational setting. Representation of the average American ELA teacher is not the goal; the aim is to provide meaningful insight on professional development strategies for ELA teachers in general.

Teachers involved in the study expressed increased empathy for their ELA students, and learned the importance of seeking support as a writer (a relationship in which they have primarily worked on the opposite end).

The major implication of this study is that ELA teachers need more time, space, and encouragement to write creatively as part of their professional development, with a strong focus on exploring unfamiliar genres. Having experience as a writer in several genres provides educators with the pedagogical content knowledge required to teach several genres well. This insider experience is much more valuable than mere knowledge of the traditional conventions and functions of each genre of literature, as viewed from afar.

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