Search results for: Narratives
Page 3/5 42 items
The goal of the study was to examine how pre-service teachers’ memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models. Furthermore, the study explored memories that did not fit a particular model. 148 pre-service teachers wrote episodic narratives about a past teacher.
Updated: Nov. 17, 2011
The purpose of this study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge. In a professional development project, 12 English language lecturers created digital stories about their experiences of professional development. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling.
Updated: Jul. 05, 2011
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