Search results for: Narratives
Page 4/4 40 items
The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme. Group memory-work was used to generate and analyse five participants' memories of learning to teach.
Updated: Jan. 12, 2010
Legitimate Peripheral Participation (LPP) – The Case for Recognition of Prior Learning Sites and Knowledges in South Africa's Transforming Education System
This paper seeks to establish the parallel relevance of Lave and Wenger's Legitimate Peripheral Participation (Lave & Wenger, 1990) to South Africa's post-colonial legitimation of alternative sites. The South African Qualifications Authority highlights the fact that the pedagogical approach of such sites is context- and learner-centred with demonstrable socially valuable skills. The approach confronts and deconstructs the colonial marginalisation of human capital from outside ‘formal’/official institutions. It is part of the ideological framework of redressing the race and class exclusion mechanisms of artisans and others from the landscape of skills possession.
Updated: Dec. 14, 2009
'Teachers Are Meant to be Orthodox': Narrative and Counter Narrative in the Discursive Construction of 'Identity' in Teaching
This article examines a counter narrative of entry into the teaching profession. It shows how the construction of one teacher's identity is presented as a biographical narrative that he assumes to be at odds with an 'orthodox' narrative of becoming a teacher. The article offers an interpretation of the personal narrative, told as counter to an assumed 'orthodox' story of entry into teaching.
Updated: Aug. 31, 2009
In this article, the authors present the work of a team of Israeli and Palestinian teachers who developed a history textbook that includes both groups' narratives of the same events side by side. The aim was to break down stereotypes and build more nuanced understandings among the next generation of citizens in each of the two states in the region. These teachers then tested the effects of its use in both Israeli and Palestinian classrooms.
Updated: May. 25, 2009
This article addresses the ideological challenges and opportunities presented by the European Commission’s commitment to the identification of key competencies for education and training. Furthermore, it examines the development of indicators which can be used to monitor and evaluate progress towards these competences across the European Union. The construction of ‘competence’ is an ideological and political act, since it is an indication of a particular understanding of the ‘good life’, which may be different when viewed from within a social justice narrative or a neo-liberal narrative. The notion of ‘meta-competence’ is explored as a means of transcending the binary tension between an economic and a social narrative.
Updated: Oct. 27, 2008
The article describes experiences on narrative inquiry and memoirs for experienced early childhood educators. The author recounts the steps he took in selecting reading texts and activities for the course, and emphasizes the value of using poetry as a form of narrative for helping early childhood educators represent and understand key experiences and influences in their personal and professional lives.
Updated: Sep. 04, 2008
Ukrainian internal conflict was the topic of this article. Researchers examined students' psychological process, and gender differences reflected the enhanced difference in teachers' education. Students and teachers must recognize the effects of socialization on their analysis and response to an extreme social situation.
Updated: Jun. 24, 2008
Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives
Concern about the impact of narrative worlds and their heroes offered by the media prompted research on encounters with moral models in experiential, narrative curricula. Researchers tracked the extension of a mandated Language Arts curriculum on 'heroes' through the experiential narratives of four local heroes chosen collaboratively by teacher, students and researcher. They also elicited and analyzed responses from students to these narrative presentations in order to explore how students understood the narrative worlds presented to them.
Updated: Mar. 02, 2008
This paper explores the central place of stories and narratives in action research practices and accounts to argue that it is hard to imagine how we might do or write about action research in a non-storied way. The paper argues that good stories help us to think well and more wisely about ourselves and our practice.
Updated: Jan. 07, 2008
This article began as a response to the article 'Action research as narrative: five principles for validation' by Heikkinen, Huttunen and Syrjala, which appears in this issue of Educational Action Research. In so doing it addresses the question 'How can we tell whether an action research study is good?' by arguing that validity is a construct that can be used to evaluate the quality of qualitative research studies, including action research.
Updated: Jan. 07, 2008