Search results for: Narratives
Page 3/4 40 items
The current article sheds light onto teachers with dyslexia in Finnish and English further and higher educational settings.The purpose of this qualitative study was two-fold: first, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and second, to find out what these professionals feel about being a dyslexic teacher. Teachers' narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them.
Updated: Jun. 18, 2011
The Stories They’d Tell: Pre-Service Elementary Teachers Writing Stories to Demonstrate Physical Science Concepts
This article describes results of a study designed to explore stories regarding science concepts which were written by preservice teachers. The findings reveal that without guidance, many students struggled to find ways to integrate science within a story. With guidance, participants wrote stories that included more narrative elements overall, and participants felt the stories helped them understand the concepts.
Updated: May. 13, 2011
The current paper discusses the value of narrative for conceptualizing and promoting teacher research and inquiry in early childhood teacher education. This paper provides an overview of essential forms and functions of narrative. In this discussion, the authors provide illustrative examples of their teaching and research with early childhood teacher researchers applying elements of narrative at the graduate level.
Updated: May. 10, 2011
This paper examines the educational potential of an arts-informed performance ethnography which comprises a series of stories, songs and poems. As a classroom action research project - a 'teaching experiment' – the authors gave three performances to undergraduate and postgraduate sport and health science, physiotherapy, and occupational therapy students at two universities in the United Kingdom. By considering student responses in relation to narrative theory, the authors explore how performance ethnography can contribute to learning, critical reflection and transformation among students more familiar with scientific approaches to research and teaching.
Updated: Jan. 23, 2011
“Evaluation Gone Awry”: The Teacher Experience of the Summative Evaluation of a School Reform Initiative
This article examines the summative evaluation of an organized school reform programme in the United States from the teacher perspective. The study provides fine-grained details of how the evaluation of the particular reform effort went “awry” in the view of some teachers who directly participated. The inclusion of two teacher narratives particularly demonstrates how practitioners' intents and desires became overtaken by evaluators' stances and theoretical frames. This research discusses the difficulties relating to non-participant observation, issues associated with not negotiating final evaluation reports, and failure of evaluation studies to enter into human subjects agreements with teachers.
Updated: Dec. 03, 2010
In this article, the authors offer a theoretical framework, drawn from Judith Butler's politics of the performative and Adriana Cavarero's narrative relations, for understanding the dynamics of using narratives of practice in teacher education. The authors conclude that by understanding the irresolvable tension of desire to have one’s story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.
Updated: Nov. 28, 2010
Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers
The current article describes the construction of a positive and negative science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry teaching in preservice elementary teachers.
Updated: Sep. 19, 2010
This article consists of critical reflections on an inclusion story that the author wrote about his own practice as a local education authority educational psychologist in the United Kingdom. The aim is to shed light on the process of producing stories and possibly also on criteria for judging them.
Updated: Jun. 29, 2010
The article outlines how a theory of narrative can be used to deconstruct qualitative research texts. The authors’ goals in this article are twofold: First, the authors consider qualitative research within the framework of narrative. Second, the authors examine the ways in which narrative constructs can be used in teaching qualitative research. Although research texts are a distinct genre in comparison with works of fiction, the basic components of literary activity are similar. The authors discuss how the concepts of the narrative analysis can be used to teach qualitative research methods.
Updated: May. 09, 2010
In this article, the author discusses some common themes found in her experiences as a Latina undergraduate student. During the summer of 2008, the author conducted fieldwork in a rural town in Mexico. The author discusses her experience as the only Latina student on this trip which were similar to those discussed by Latina scholars. The author considers the pros and cons of being an insider and an outsider to a rural town in Mexico, the use of Latinos as cultural brokers while denying their contributions as social scientists, and the blame she experienced for her lack of adjustment.
Updated: Mar. 02, 2010