Writing toward published selvesteacher-writers and a practice of revisionThis qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the teacher-writers' identities are constructed in the contested spaces of revision. This exploration focuses on contested issues that invariably emerge in a dynamic binary of reader/writer, issues of authority, ownership, and unstable reader and writer identities. By negotiating these contested spaces--these contact zones--the teacher-writers construct opportunities to flex their rhetorical agency. Through rhetorical agency, the teacher-writers shift their discoursal identities by discarding and acquiring a variety of discourses. As a result, the practice of revision constructs the teacher-writers identities as hybrid, as consisting of self and other.autClark-Oates, AngelathsSmith, KarenthsRoen, DuanedgcFischman, GustavodgcEarly, JessicapblArizona State UniversityengPartial requirement for: Ph. D., Arizona State University, 2013Includes bibliographical references (p. 190-201)Field of study: Curriculum and instructionby Angela Clark-Oateshttps://hdl.handle.net/2286/R.I.1804800Doctoral DissertationAcademic thesesxviii, 220 p. : col. ill113736716491630348842151873adminIn CopyrightAll Rights Reserved2013TextTeacher EducationLanguage artspedagogyDiscoursepractitioner researchrevisionTeacher Researchteacher-writerswriting groupTeachers as authors--Psychological aspects.Teachers as authorsTeachers' workshops--Psychological aspects.Teachers' workshopsEditing--Psychological aspects.Editing