Relevant bibliographies by topics / Narratives students and teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Narratives students and teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Narratives students and teachers"

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Chamberlain, Rachel, Peter C. Scales, and Jenna Sethi. "Competing discourses of power in teachers’ stories of challenging relationships with students." Power and Education 12, no. 2 (June 18, 2020): 139–56. http://dx.doi.org/10.1177/1757743820931118.

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Student–teacher relationships have been largely explored in literature from the perspective of successful relationships, i.e., what constitutes a successful relationship and how teachers build them. However, in moments of student defiance, resistance or pushback, how do teachers react? When teachers recount such moments, is the narrative one describing the teacher’s attempt to maintain authority and order, or do teachers provide a different narrative when recounting how they dealt with these difficult moments with students? This study seeks to identify narratives of power in teachers’ discourse within their stories about challenges in their relationships with students. Challenging relationships among teachers and students can stem from a struggle with power. Findings from the study examine how teachers use discourse to position themselves and their students within structures of power when reflecting on difficult or challenging relationships with students. The stories in this study contain some evidence of students’ resistance in refusing to meet teachers’ expectations or by pushing back on a teacher’s behaviour. Yet, teachers struggled to balance their authority and share power with students to negotiate a solution.
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Warren, Amber N. "Language teachers’ narratives of professional experience in online class discussions." Text & Talk 40, no. 3 (May 27, 2020): 399–419. http://dx.doi.org/10.1515/text-2020-2063.

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AbstractLanguage teachers’ narratives of professional and personal experience have been shown to support sense-making, problem-solving, and the forging of personal connections, as well as to aid in developing their identities as language teachers. As language teacher education increasingly moves online, examining how teacher-learners engage in the sharing of professional experiences through narratives in these spaces is of paramount importance. This paper traces narratives of professional experience across 1,089 discussion posts shared by 10 Master’s students throughout one graduate-level online course, analyzing participants’ forum discussions to understand the functions of these narratives for the teacher-learners engaged in the course. Findings demonstrate how narratives of professional experience served to warrant individuals’ claims about topics related to multilingual writing pedagogy and teaching multilingual learners in general, positioning them as competent experts, often by presenting narrative events as something experienced time and again. Finally, this study considers how narratives of professional experience produce and reproduce a particular view of teachers’ role in educating language learners, collaboratively building on one another to preclude alternative stances, even when making potentially controversial claims.
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Ciuladiene, Grazina, and Brigita Kairiene. "The Resolution of Conflict between Teacher and Student: Studentsí Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 107–20. http://dx.doi.org/10.1515/jtes-2017-0017.

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AbstractThe important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages students’ behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the students’ point of view. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students. Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy. The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding students’ experience would allow teachers to better respond and manage students’ reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.
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Torres-Cepeda, Nancy María, and Bertha Ramos-Holguín. "Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives." GiST Education and Learning Research Journal 18 (June 21, 2019): 6–27. http://dx.doi.org/10.26817/16925777.441.

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This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers’ narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university in Tunja, was the product of permanent interaction and dialogue with student-teachers in their initial teaching experiences. Narratives, in-depth interviews, and journals were used as data collection instruments. Data were analyzed using the grounded theory approach. The results suggest that student-teachers construct and re-construct their identities as language learners and future teachers across classroom interactions and their empowerment through teaching and reflection
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Franco, Ashleigh. "Not All Finns Think Alike: Varying Views of Assessment in Finland." International Education Studies 13, no. 1 (December 17, 2019): 1. http://dx.doi.org/10.5539/ies.v13n1p1.

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Finnish students have been among the world’s strongest performers on standardized assessments throughout the past decade. Consequently, educators and scholars are interested in how to explain such results. A common explanation, as seen on social media, is that Finnish educators do not regularly assess their students. This study explores educators’ views on assessment practices in Finnish education. First, the literature on assessment practices in Finland is reviewed. Then, using narrative inquiry as a research method, Finnish educators’ views on assessment practices are examined. The research participants were two professors, two novice teachers, and two pre-service teachers, all connected to the same prominent university-based primary teacher education program in Finland. The narratives of the six participants in connection with assessment in Finland’s education system highlight the variance in opinions about international standardized assessments as well as assessment practices at the classroom and school levels. Further, participants’ narratives reveal the influence students’ socioeconomic status may have on teachers’ assessment practices.
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Ball, Arnetha F. "The Value of Recounting Narratives." Narrative Inquiry 8, no. 1 (January 1, 1998): 151–80. http://dx.doi.org/10.1075/ni.8.1.07bal.

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This article examines the narratives of more than fifty students and teachers who live and work in inner-city areas of the U.S. and South Africa. The purpose of this investigation was to consider some striking similarities in the themes that emerged from the narratives of "most memorable learning experiences" shared by these inner-city learners and their implications for policy. In this article, attention is given not only to the value of these narratives to the individuals who have shared them, but also to the value of sharing these narratives with "Others" (i.e., policy makers, administrators, and curriculum developers) who are engaged in dialogues about the reform of education for inner-city populations here in the U.S. and in South Africa. The U.S. and South Africa are two countries with similarities that make them well-suited for this investigation. Structurally, the U.S. and South Africa are both seeking ways to more effectively educate large numbers of inner-city students who are culturally and linguistically different from the "mainstream" and from the students for whom the majority of instructional materials and school expectations are tailored. With an end to legal segregation in the U.S. and apartheid in South Africa, policy makers in both countries are making critical decisions concerning the reconstruction of education systems for students whom they know very little about. A disjunction exists between the lives of the students and the policy environment that seeks to design and control the educational experiences of inner-city youth. Through narratives, this article helps the reader to appreciate this disjunction and exposes a sharp contrast between the world in which the inner-city youth lives and the world implied by the policies and practices that are proposed. I propose that narratives of memorable learning experiences collected from students and teachers who live and work in inner-city areas can provide insight concerning "what counts" as learning and what aspects of life and school experiences have most shaped their lives as learners. This article demonstrates two important functions of narrative: it demonstrates how students and teachers who live and work in inner-city areas make sense of their experiences through narrative, and how (by listening to the voices of inner-city students and teachers) others can gain a data base from which to craft expanded visions of the possibilities for the change and restructuring of schools. (Content analyses of oral and written narrative data)
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Montoya-López, Juan Carlos, Ayda Vanessa Mosquera-Andrade, and Oscar Alberto Peláez-Henao. "Inquiring pre-service teachers’ narratives on language policy and identity during their practicum." July/December 27, no. 2 (August 31, 2020): 51–72. http://dx.doi.org/10.19183/how.27.2.544.

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This narrative inquiry study aims to unveil the incorporation of policy agency within the construction of teacher identity of pre-service teachers in their academic practicums. Drawing on a critical-sociocultural approach to narrative inquiry, language policy, and teacher identity, the narratives of five students of an English teaching program in Medellín, Colombia, were examined. Their reflections and decision making on foreign language policies regulating their pedagogical practices at various schools show their social and critical awareness. Teaching represents a high moral load for them as they embrace a humanistic perspective. However, their narratives also pose challenges to language teaching programs in helping pre-service teachers to build micropolitical agency supported on solid theoretical knowledge to participate in policymaking. On the one hand, their narrations of the policy appropriation process they undertook show their frustration and disappointment in trying to participate when policy structures and other policy arbiters were close to them. On the other hand, when policy structures and arbiters openly allowed their policy participation, their actions and reflections focused on methodological concerns but rarely addressed social or critical awareness regarding curriculum design and development. Therefore, supporting pre-service teachers in strengthening their identities with solid theoretical constructs should be a priority because they will build micropolitical agency to overcome political tensions and negotiate their policy participation.
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Young, Kathryn S. "I have a student who…" Narrative Inquiry 19, no. 2 (December 16, 2009): 356–71. http://dx.doi.org/10.1075/ni.19.2.08you.

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This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers, through shared understanding of category systems like gender and disability, penetrate stories told in coursework and impact understandings of students in schools.
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Archakis, Argiris. "Doing indiscipline in narrative performances." Narrative Inquiry 22, no. 2 (December 31, 2012): 287–306. http://dx.doi.org/10.1075/ni.22.2.05arg.

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The present paper concentrates on the narrative management of the teacher-student relationship. Focusing on students’ identities, the present study draws upon the social constructionism paradigm, thus considering identities as social constructs via discourse. The analysis of representative narrative extracts shows how students construct themselves as powerful enough to challenge teachers’ authority which is expressed in the Initiation–Response–Feedback structure. Their resistance is indicative of their will to free themselves from their teachers’ expectations, even if this can only take place during their conversations with their peers. In this context, narratives allow them to achieve interactional goals which may not always be fulfilled in class.
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Ilaltdinova, E. Y., and A. A. Oladyshkina. "“This is the best teacher in the whole world!”: The influence of the school teacher on professional self-determination of future teachers." Vestnik of Minin University 8, no. 3 (September 9, 2020): 3. http://dx.doi.org/10.26795/2307-1281-2020-8-3-3.

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Introduction. The article analyzes the role of a particular teacher in the formation of professional identity for future teachers - students of a pedagogical university. Recent scientific studies showed that the idea of a “perfect teacher” formed at school is often stable and has negative impact on the professional development and separation of experience from the prospects of professional growth. However, most studies analyze the image of the abstract "ideal teacher" without reference to a particular person, who influenced the choice of profession and general professional guidelines of the future teacher.Materials and Methods. In the study, narratives of students of Mini University were decomposed. The narratives were completed over a questionnaire as a part of a professional competition "Best Teacher". The characteristics of the best teacher from the narratives were classified according to the system proposed in the monograph “Portrait of a teacher”.Results. The data obtained showed that for the most students important characteristics are personality characteristics that influence communication with students: emotional (43%) and communicative (23%). In second place is a group of teacher’s abilities related to the depth of his knowledge, the need to expand his knowledge and practical application in solving pedagogical problems (cognitive (12%) and practical (14%) abilities), and in the third - axiological abilities of a teacher (8% ) related to values and civic position. Summarizing all the characteristics of the best teachers identified in narratives, we can conclude that for students participating in the survey, an important role is played by emotional informal contact with the teacher: responsiveness and openness, willingness to help and answer questions, creating motivation for learning, self-education and finding solutions as well as dedication to their work, love for the subject and for children, enthusiasm and creativity in work, achievement by students of high results in final exams and various competitions, work experience.Discussion and Conclusions. The data from the narratives about the best teacher reflect a certain image of the ideal teacher, intuitively formed during school education when observing the situation “from the inside”. It is curious that these ideas fully correspond to the characteristics of successful teachers defined by J. Hattie in his meta-study. In the scientific work of the learning situation “from the outside”, J. Hattie found that the maximum success is achieved by teachers who differ in communicative, emotional and active abilities in the structure of pedagogical intelligence, first of all: 1) using a variety of methods and technologies in the classroom; 2) making high demands on students; 3) building a positive relationship between teacher and student. This allows us to determine the role of the school teacher in identifying the pedagogical giftedness of future teachers and in choosing of the teaching profession.
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Dissertations / Theses on the topic "Narratives students and teachers"

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Ala-Anttila, L. (Laura), and S. (Sanni) Kuutti. "Teacher students’ narratives about their language identities and future as language-aware teachers." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201901121052.

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Abstract. This study examined teacher students’ narratives about their language identities and future as language-aware teachers. The importance of the topic arises both from the current educational discussion around the topic, and the lack of research examining the connection between language identity and language awareness. In the theoretical framework, identity was explored through its flexible and multidimensional nature, as well as its connection to language and language learning. The complexity of multilingual identity and the importance of supporting multilingual identity in a classroom setting were discussed. Language awareness was studied from the societal perspective, and linguistic and critical approaches to the concept were introduced. The linguistic approach was found to comprise metalinguistic and cross-linguistic awareness, while the critical approach emphasized appreciation of multilingualism in the society. Language-aware practices connected to these approaches were examined. A narrative approach was used to conduct the study. Three narratives were collected in the form of theme interviews and the data was analyzed through thematic narrative analysis. The themes found from the data were divided under three main categories: personal themes, social themes, and themes related to the participants’ future role as language-aware teachers. The study revealed that language identity was a sensitive issue for the participants and that they saw language awareness essential in supporting students’ language identities. The study emphasized that by supporting students’ language identities and through language-aware practices, equality, learning and the holistic development of students are enhanced.Tiivistelmä. Tutkimuksen tarkoituksena oli tarkastella opettajaopiskelijoiden kertomuksia heidän kieli-identiteeteistään sekä tulevaisuudestaan kielitietoisina opettajina. Aiheen tärkeys nousee esiin ajankohtaisesta kasvatustieteellisestä keskustelusta aiheen ympärillä, sekä vähäisestä tutkimuksesta kieli-identiteetin ja kielitietoisuuden yhteydestä. Teoreettisessa viitekehyksessä tutkittiin identiteetin joustavaa ja moniulotteista luonnetta, sekä sen yhteyttä kieleen ja kielen oppimiseen. Lisäksi tarkasteltiin monikielisen identiteetin kompleksisuutta ja sen tukemisen tärkeyttä koulukontekstissa. Kielitietoisuutta tutkittiin yhteiskunnallisesta sekä kielellisestä ja kriittisestä näkökulmasta. Kielellisen näkökulman todettiin viittaavan metakielelliseen tietoisuuteen sekä tietoisuuteen kielten välisistä suhteista. Kriittisen näkökulman nähtiin painottavan monikielisyyden arvostamista yhteiskunnassa. Lisäksi tutkimuksessa tarkasteltiin kielitietoisiin käytänteisiin liittyviä näkökulmia. Tutkimus toteutettiin soveltamalla narratiivista lähestymistapaa. Aineisto koostui kolmesta narratiivisesta teemahaastattelusta, ja sen analyysissä sovellettiin temaattisen narratiivisen analyysin periaatteita. Aineistosta löytyneet teemat jaettiin kolmen pääkategorian alle: yksilöllisiin teemoihin, sosiaalisiin teemoihin sekä teemoihin liittyen osallistujien tulevaisuuteen kielitietoisina opettajina. Tutkimus osoitti, että kieli-identiteetti oli sensitiivinen aihe osallistujille, ja he näkivät kielitietoisuuden välttämättömänä osana oppilaiden kieli-identiteetin tukemista. Tutkimus painottaa oppilaiden kieli-identiteetin tukemisen tärkeyttä sekä kielitietoisten käytänteiden merkitystä oppilaiden oppimisen ja kokonaisvaltaisen kehityksen sekä tasa-arvon edistämisessä.
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Morrissey, Dorothy. "A performance-centred narrative inquiry into the gender narratives of postgraduate student teachers." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686415.

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This dissertation represents an inquiry into the narratives of gender embedded in the narratives of experience of a cohort of postgraduate student teachers, in the first semester of a three-semester initial (primary) teacher education programme in Ireland. The inquiry involved an attempt to explore gender narratives (using an inquiry based approach to aesthetic education) on a drama education course. The aims of the inquiry were 1) to make visible the extent to which gender, as a cultural construction, is taken for granted, 2) to interrupt culturally dominant narratives of gender with narratives that reveal their effects and the power structures upholding them, and 3) to create possibilities for the students to generate alternative constructions of gender and alternative narratives of experience. The focus was, therefore, a pedagogical as well as a research/inquiry one. The teaching/inquiry process was guided by the notion that people make sense of their experiences and shape their identities by making and sharing (or performing) stories. Guided thus, narrative and arts-based approaches were used as research/inquiry methods, as pedagogical approaches and as representational tools. Engagement with theoretical literature was integral to both the teaching/inquiry process and the subsequent representation/inquiry process. Among the theoretical narratives engaged with are feminist post-structuralism and performance studies. In these narratives, identity, knowledge and truth are constructed as provisional, in process, multiple, interconnected and embedded in larger systems of power. So, as a performance-centred narrative inquiry, this inquiry does not focus on structures or products but on the stories, tensions and performances that are produced by these structures and products. The dissertation text represents but one possible account of the teaching/inquiry process in which the students and the researcher (co)performed their narratives in the making. And, in its employment of multiple forms of representation, the dissertation text is constructed to open spaces for readers to engage with it in multiple ways.
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Monobe, Gumiko. "Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730.

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Norman, Nancy Alice. "Narratives of teacher-student relationships : how itinerant teachers of the deaf and hard of hearing support their students’ social and emotional development." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58523.

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Positive teacher-student relationships promote healthy school experiences and have been shown to play an important role in creating positive social and academic outcomes for students, including students with special learning needs (e.g., Hamre & Pianta, 2001). Most deaf and hard-of-hearing (DHH) students are educated in inclusive school environments alongside their hearing peers, and likely receive additional support from an itinerant teacher of the deaf and hard of hearing throughout their school years (kindergarten to grade 12). However, very little is known about the significance of this unique teacher-student relationship in terms of social and emotional support, nor in what ways this relationship may help or hinder social inclusion at school. To address the paucity of research in this area, I used a narrative inquiry and multiple case study design to examine the characteristics of the itinerant teacher-DHH student relationship. Each participant (four itinerant teachers and four DHH students) participated in two separate individual interviews and was asked to reflect upon their relationship working with DHH students or itinerant teachers, as appropriate. The first interview was semi-structured and captured the participants’ perspectives of their itinerant teacher-DHH student relationships generally. The second interview focused on the meaning and significance of the itinerant teacher-student relationship. Narrative stories for each participant were written from the interview data and analyzed using a constant comparison, thematic content analysis (Braun & Clarke, 2006). Six prominent themes emerged from the itinerant teacher narrative stores: identity development (of students), attachment, safe space, connector, advisor, and itinerant teacher identity. Five prominent themes emerged from the DHH student narrative stories: identity development (of students), attachment, safe space, connector, and advisor. This study contributes to the field of Deaf Education in terms of identifying possible important aspects of the itinerant teacher-student relationship from both the teachers’ and the students’ perspectives. In addition, the findings shed light on potential interpersonal mechanisms that may be involved in creating successful school experiences for DHH students who are educated in inclusive school environments.
Education, Faculty of
Graduate
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Uitto, M. (Minna). "Storied relationships:students recall their teachers." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514296307.

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Abstract This research focuses on studying teacher-student relationships based on memories of teachers. It asks what and how those memories tell about teacher-student relationships. The work of teachers is understood as relational, and at its core are relationships to students. Body, gender, caring, emotions and power evolved as important concepts in studying the teacher-student relationships. Personal and professional aspects were intertwined in the relationships. In this study, student memories are approached via narrative research and thematic, holistic and narrative ways of analysis are applied. The memories are understood as related to the past, but above all as a result of storytelling. They are interpreted in the present context and through expectations of the future. Memories of teachers were written by 49 students of education. A group of seven female teachers recalled their own teachers together. In addition, 141 people of varying ages and educational backgrounds wrote about their teachers via a request published in Yhteishyvä magazine. The research revealed that from students’ perspectives, there can be different sides to a relationship with a particular teacher. Relationships can also change and some even continued after a student’s school years. Teacher-student relationships were seen evolve in the institutional context of school, but also outside of it. Participants recalled how particular moments became significant in their relationship with a teacher. Those moments could define their whole memory of it. It was found that teachers are constantly being observed by students, through their bodies, emotions and personal lives. It was also found that aspects of caring and power are intertwined in teacher-student relationships. Teachers can influence their students’ lives in many ways, both personally and professionally. Relationships need time, space and small enough groups of students. It must be assured that the structures of school institutions and the increasing demands on teachers’ work promote the development of teacher-student relationships. Relationships and challenges related to them need to be central in the content and curriculum of teacher education. Teachers also need to be aware of their own pasts. Dealing with one’s own memories from school and teachers is one part of the personal, professional and collective identity-work
Tiivistelmä Tämä tutkimus keskittyy tarkastelemaan opettaja-oppilassuhteita opettajia koskevien muistojen pohjalta. Tutkimuksessa kysytään mitä ja miten nuo muistot kertovat opettaja-oppilassuhteista. Opettajan työ ymmärretään suhteissa olemisena, jonka ytimessä ovat suhteet oppilaisiin. Keskeisiksi käsitteiksi opettaja-oppilassuhteen tarkasteluun muotoutuivat ruumiillisuus, sukupuoli, välittäminen, tunteet ja valta. Suhteet tulee nähdä niin henkilökohtaisina kuin ammatillisina. Tutkimuksen lähestymistapa on narratiivinen ja tutkimuksessa sovelletaan temaattisia, holistisia ja narratiivisia analyysitapoja. Muistot ymmärretään menneeseen kytkeytyvinä, mutta kertomisen kautta muotoutuvina. Muistoja tulkitaan tämänhetkisen kontekstin ja tulevaisuuden odotusten valossa. Muistojaan opettajista kirjoittivat 49 kasvatusalan opiskelijaa. Seitsemän naisopettajan ryhmä muisteli yhdessä opettajiaan. Lisäksi 141 eri-ikäistä ja erilaisen koulutustaustan omaavaa ihmistä kirjoitti opettajistaan Yhteishyvä-lehdessä julkaistun kirjoituspyynnön pohjalta. Tutkimuksen perusteella opettajan ja oppilaan suhteeseen voi liittyä eri puolia oppilaiden näkökulmasta. Suhteet voivat myös muuttua ja jatkua oppilaan kouluvuosien jälkeenkin. Suhteet muotoutuvat koulun institutionaalisessa kontekstissa, mutta myös sen ulkopuolella. Tutkimukseen osallistuneet muistelivat, kuinka tietyt hetket voivat muodostua merkityksellisiksi opettaja-oppilassuhteissa. Nuo hetket saattoivat määritellä koko heidän muistoaan suhteesta. Opettajat ovat oppilaiden katseen alla ruumiillisuutensa, tunteidensa ja henkilökohtaisen elämänsä kautta. Välittäminen ja valta kietoutuvat opettaja-oppilassuhteisiin. Opettajat voivat vaikuttaa monin tavoin oppilaidensa elämään niin henkilökohtaisella kuin ammatillisella tasolla. Suhteet tarvitsevat aikaa, tilaa ja tarpeeksi pieniä oppilasryhmiä. On varmistettava, että kouluinstituution rakenteet ja opettajan työn yhä lisääntyvät vaatimukset edistävät opettaja-oppilassuhteiden kehittymistä. Suhteiden ja niihin liittyvien haasteiden tulee olla keskeisessä asemassa opettajankoulutuksen sisällöissä ja opetussuunnitelmassa. Opettajien on myös oltava tietoisia omasta menneisyydestään. Omien muistojen käsittely kouluajoilta ja opettajista on yksi osa henkilökohtaista, ammatillista ja kollektiivista identiteettityötä
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Rohde-Liebenau, Judith. "Raising European citizens? : European narratives, European schools and students' identification with Europe." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:24615518-fef0-44e0-be23-0ec24ca301eb.

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Fostering identification with Europe among citizens could legitimise European integration. Whether such an identity exists, however, remains an on-going debate among scholars. This research returns to the foundations of how a European identity is constructed, transmitted and transformed. It explores narratives of European identity in a carefully chosen context - European Schools for children of EU officials - where identification with Europe should mirror official EU visions. A qualitative content analysis explores narrations of 101 students collected during interviews and focus groups across three schools, and analyses documents and interviews with EU officials, school directors and teachers. This analysis reveals a descriptive puzzle: official EU and European School propositions of (multi-) national narratives differ markedly from teachers' and students' conceptions of cosmopolitan and transnational identities. The EU constructs an out-group of its own nationalist past and non-EU citizens. On the other hand, students construct an explicitly European in-group, but differentiate themselves from more national and less mobile lifestyles. This disparity, in turn, reveals a causal puzzle about how differences in narratives emerge. I use process tracing to elucidate the relationship between European schooling and students' identification with Europe. The results show a distorted transmission where broader EU goals are elaborated and transformed by teachers and further fuelled by interactions amongst students with similarly mobile and multilingual backgrounds. I develop a dual mechanism to understand how the varieties of identification with Europe develop: the concept of "doing Europe" explains how students nourish a transnational social network; "telling Europe", on the other hand, considers students' exposure to European symbols and stories in school and both national and anti-nationalist narratives provided by teachers and peers. Together, this leads to a transformed but ultimately European in-group understanding. Overall, this project underlines the complexity of identity construction, given that top-down transmission gets altered even in this favourable case. Specifically, it informs future research on European identity by detailing peculiar narratives and offering a causal approach to how these narratives emerge.
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Smith, Jill Marie. "(Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338392562.

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Woodward, Helen Lynette. "Portfolios : narratives for learning : assessment processes and phenomenon across multiple environments /." View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030814.100208/index.html.

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Hyatt, Joana S. "Creating a Heterotopic Space: Reflections on Pre-service Art Educators’ Narratives." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500166/.

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My autobiographical research focuses on creating digital heterotopias through social media platforms, providing safe spaces which allow art teacher candidates the opportunity to reflect upon their practicum experiences and question the status quo of institutional myths and inherited discourses in teacher fieldwork. Functions of heterotopic space link together and reflect other pedagogical sites, including institutional spaces. Heterotopias are often designed to be temporal and hidden from public view but are necessary enclaves for exploring non-hierarchical paradigms. Such temporary communal spaces can lead one to a personal praxis in uncovering what sometimes is never fully explored, our own autobiographical narrative of teaching. By creating a digital space utilized by art education student teachers in the midst of their practicum, I recalled my forgotten autobiography of student teaching, where memories of inequities and suppression of difference emerged. Through the lenses of critical theory and resistance theory, this study examines possibilities of crafting digital spaces as forms of artistic resistance and identity reconstruction zones. As such, the goal of examining the student teaching practicum concerning; power inequities, evaluation methods, standardization of teaching, evolving teacher identities, and the social environment of teaching, is to illustrate hegemonic processes and visualize spaces of possibility to deconstruct self and (re) imagine alternative ways of being teachers. Weaving in multiple stories of fieldwork experience allowed for a collocation in visualizing a space of unfolding inquiry, recognizing multiple genres of knowing through the qualitative and emergent methodologies of narrative inquiry and arts-based research.
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Boström, Agneta. "Sharing lived experience : how upper secondary school chemistry teachers and students use narratives to make chemistry more meaningful /." Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1285.

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Books on the topic "Narratives students and teachers"

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Beattie, Mary. The art of learning to teach: Preservice teacher narratives. Upper Saddle River, N.J: Merrill, 2001.

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The art of learning to teach: Creating professional narratives. 2nd ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.

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Bei ge yi qu: Wen ge shi nian ri ji. Xianggang: Zhong wen da xue chu ban she, 2012.

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Empowering women in higher education and student affairs: Theory, research, narratives, and practice from feminist perspectives. Sterling, Va: Stylus Pub., 2011.

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Jones, Sandra J. Becoming an "educated person": Narratives of female professors from the working class. Wellesley, MA: Wellesley Centers for Women, 2001.

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Black men in the academy: Narratives of resiliency, achievement, and success. New York, NY: Palgrave Macmillan, 2015.

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Richardson, Warnie. Silk purses, recast dies, and peripatetic apples: Narratives of risk and resilience from within the academy. Champaign, Ill: Common Ground Pub., 2012.

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Silk purses, recast dies, and peripatetic apples: Narratives of risk and resilience from within the academy. Champaign, Illinois: Common Ground Publishing, 2014.

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Knowles, J. Gary. Through preservice teachers' eyes: Exploring field experiences through narrative and inquiry. New York: Merrill, 1994.

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Mad at school: Rhetorics of mental disability and academic life. Ann Arbor: University of Michigan Press, 2011.

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Book chapters on the topic "Narratives students and teachers"

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Li, Yangjie. "Interaction Between Teachers and Students." In Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools, 175–212. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61085-2_7.

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Fredricks, Lori. "Chapter 11. Student teachers’ computer-mediated narratives-in-interaction." In AILA Applied Linguistics Series, 249–68. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aals.15.11fre.

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Ovens, Alan. "Personal Politics and Identity in Student Teachers’ Stories of Learning to Teach." In Narratives on Teaching and Teacher Education, 65–76. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622913_5.

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Mifsud, Denise. "Who Am I? Student Teachers and Their Narratives of Identity Perception, Construction and Performance." In Professional Identities in Initial Teacher Education, 87–125. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76174-9_5.

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Aguiar dos Santos, Carla. "Researching Science and Technology Teachers' Decisions Through Multimodal Narratives." In Multimodal Narratives in Research and Teaching Practices, 287–304. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8570-1.ch014.

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This chapter aims to identify certain interaction dynamics between pedagogical decisions and students' epistemic practices (EPs) that occur during science and technology lessons conducted by teachers at two different teaching levels. A content analysis was undertaken of multimodal narratives (MNs) of lessons based on two case studies of secondary and higher education teachers. MN excerpts are used to illustrate the interaction dynamics between pedagogical decisions and students' EPs for each teacher. Results show that the secondary education teacher makes more pedagogical decisions than the higher education teacher and that the secondary school students engage in fewer EPs than the higher education students. The results also show that it is possible to use MNs as an instrument to develop research on teachers' pedagogical decisions. Teachers' pedagogical decisions are an important asset for teacher professional development as they have an impact on students' epistemic work in the physical science classroom.
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Cunha, Ana Edite. "Assessing Teaching Practices Development With Multimodal Narratives." In Multimodal Narratives in Research and Teaching Practices, 231–50. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8570-1.ch011.

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This chapter focuses on teachers' professional development, on the task design and on experimental work, as well as on the role of the teachers' mediation in the quality of student learning. The research problem was how the teacher can promote self-directed professional development, namely, improving the quality of teaching practices to influence the quality of students' learning, in their engagement in experimental tasks and epistemic practices. A longitudinal research methodology was followed during 10 years, based on a qualitative case study, from a curricular approach in secondary education. The analysis of data collection on teaching practices and students' learning over time and the teachers' professional pathways allow to formulate the following conclusions: (1) new traits of teaching practices were identified that promote students' productive engagement; (2) changes to the task design were enough to trigger differences in teachers' mediation, with consequences for students' epistemic practices and their productive engagement.
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Sonkar, Madhulika. "‘Right Relationship’ between Teachers and Students." In J. Krishnamurti and Educational Practice, 147–82. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0006.

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This chapter is an ethnographic examination of the teacher-student relationship at Rishi Valley School, Andhra Pradesh, India. Departing from Krishnamurti’s vision on right relationship, the study reconfigures the pertinent dimensions of freedom, authority and hierarchy (or the lack of these) between students and teachers in the school’s everyday life. Interspersed across multiple spaces, contexts and situations, the study weaves together diverse narratives of how teachers and students grapple with challenges in their approach to build ‘right relationship’. Methodologically located at the intersection of anthropology and educational practice, the attempt is to understand educational philosophy as an action, and not merely a concept.
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Irish, Cheryl. "Hidden Disabilities." In Advising Preservice Teachers Through Narratives From Students With Disabilities, 104–14. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7359-4.ch006.

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Students with disabilities are choosing post-secondary educational options at increasing rates. While students with learning disabilities are endeavoring to earn degrees, many have typically struggled to meet the academic requirements. Research findings suggest that appropriate academic support tailored to individual needs and provided throughout the course of study can be effective in assisting students to attain a bachelor's degree. Effective supports for college students with learning disabilities include strategies that allow for multiple means of engagement, representation, and expression. This chapter will explore the college journey of a young man with nonverbal learning disabilities. The characteristics of NVLD and how those characteristics were expressed in his life will be reviewed. The student and a professor from the university discuss specific supports that lessened the effects of deficient executive function and information processing. The author also shares how the ongoing supports provided in college facilitated the student's attainment of a bachelor's degree.
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Yang, Kenneth C. C., and Yowei Kang. "What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?" In Theoretical and Practical Approaches to Innovation in Higher Education, 91–112. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1662-1.ch006.

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Thanks to the rapid development of asynchronous and synchronous instructional technologies (such as Blackboard and Moodle), many college instructors have flipped their classrooms to create a more student-centered learning environment. The emphasis on cultivating students' life-long learning abilities through the enhancement of information literacy or technology-enabled learning has transformed the pedagogical approaches used by many college instructors. This text mining study was based on a corpus of a three-year experiential narrative collected by the instructor from over 15 college-level courses to identify keywords, main topics/themes, and associations of these topical concepts in students' experiential narratives during and after taking these hybrid classes. QDA Miner text mining software was used to analyze these experiential narratives. Results, implications, and limitations were presented.
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Kemp, Charles William. "Postsecondary Transition Planning." In Advising Preservice Teachers Through Narratives From Students With Disabilities, 167–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7359-4.ch010.

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Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.
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Conference papers on the topic "Narratives students and teachers"

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Morales González, María Alejandra, and Yulia Solovieva. "Professional motives in primary school teachers." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.21.

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The purpose of this study was to analyze the professional motives of primary school teachers and their relation to the teaching/learning process. This research relies on the historic. cultural paradigm and the activity theory, especially the categories of motives proposed by A. Leontiev and N. Talizina. The study was based on semi.structured interviews with a teacher and six students of the 6th grade of a private urban primary school. It also included analysis of their written narratives and a video recording of a class session. Our findings suggest a relationship between the teacher’s motives and the students’ learning process.
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Markowska-Manista, Urszula, and Dominika Zakrzewska-Oledzka. "REFUGEE- AND MIGRANT BACKGROUND STUDENTS IN POLISH SCHOOLS IN THE NARRATIVES OF TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1318.

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"USING CONTEXTUALIZED NARRATIVE GAME TO IMPROVE STUDENTS AND TEACHERS COMMUNICATION." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002787302320237.

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Falcón Linares, Carolina. "WHAT DOES A STUDENT OF A TEACHING DEGREE LEARN APART FROM SUBJECTS?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end135.

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Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teaching Degrees in Saragossa (Spain). Learning goals and evaluation are maintained, but teacher-student and peer communication styles are modified. The key to the new methodology is to strengthen the personal and professional narrative in coherence with the subjects. It is a priority that students feel synergies between what they learn, their vicarious knowledge, their emotional memory and the vocation for teaching. After each semester, discussion groups have been held, obtaining 14 hours of video recording, with the oral narrative data of 215 students divided into groups of 5. Three emerging categories have been obtained (professional vision, professional development and appreciation of teaching action), and nine subcategories have been defined on a second phase of the analysis. During university education, there are memorable teachers who motivate action and career leadership, others who go unnoticed, and some who perform a negative influence. The reason is, first, in the unconscious inference of their pedagogical models; and second, in the feelings that have emerged during the time shared with them.
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Tsybulsky, Dina, and Yulia Muchnik Rozanov. "FROM GROUP-FOCUSED TO SELF-FOCUSED NARRATIVES: SHAPING PROFESSIONAL IDENTITY OF SCIENCE STUDENT TEACHERS DURING PEDAGOGICAL PRACTICUM." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0398.

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Rambe, Yuni Ansari, Anni Holila Pulungan, and Syahron lubis. "Teachers Feedback in Teaching Writing of Narrative Texts to the Eight Grade Students." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.132.

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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.
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Li, Li. "Inquiry on Self-narrative of Building an Interactive Platform between Teachers and Students Based on Blog." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.1.

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Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.

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Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.
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Baetens, Jan, Roberta Pireddu, and Frederik Truyen. "UPGRADING MOOC STUDENTS' ENGAGEMENT AND PARTICIPATION IN HUMANITIES-ORIENTED ONLINE COURSES: THE EXAMPLE OF THE MOOC BASED ON THE PROJECT “DETECT”." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end089.

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Massive Online Open Courses (MOOCs) have become a grounded reality and a stable concept in the distance education panorama with worldwide universities continuously creating and offering every year broad selections of online courses. Nevertheless, despite the many developments in terms of individual and distance learning approaches, it is indetermined if MOOCs can deliver effective pedagogical methods and tools suitable for the implementation of online courses in the categories of art and humanities as well as in creating environments that give equal space to the two complementary layers of distance learning and distant teaching. Consequently, also the development of a valid, and captivating e-learning experience able to effectively reach out to students of different backgrounds, creating an impactful learning community represents a challenge. This issue acquires certain relevance particularly in relation to the much-debated question around the most effective pedagogical methodology to deliver humanities-oriented knowledge in a distant learning context. This paper provides an overview of the educational and pedagogical formulas adopted for the creation of a MOOC on European Crime Fiction, currently being developed in the framework of DETECt – Detecting Transcultural Identity in European Popular Crime Narratives (https://www.detect-project.eu/) a project funded by European’s Union Horizon 2020. The MOOC concept presented in the framework of this research concentrates on the development of mixed e-learning and e-teaching strategies, that leverages the application of pedagogical elements like social network and independent learning and combines them with users’ engagement methods. On the one hand, this research aims to challenge the debate related to the effectiveness of teaching and learning a humanities-oriented subject in a distance learning environment. On the other hand, intends to recreate a vibrant learning community capable of broadening the academic research carried out by the project enabling the collaboration between the MOOC public and the researchers and teachers.
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Reports on the topic "Narratives students and teachers"

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Walker, Sharon H. Consortium for Oceanographic Activities for Students and Teachers. Fort Belvoir, VA: Defense Technical Information Center, September 1998. http://dx.doi.org/10.21236/ada535387.

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Beck-Winchatz, Bernhard. Summer Ballooning Workshop for High School Teachers and Students. Ames (Iowa): Iowa State University. Library. Digital Press, January 2012. http://dx.doi.org/10.31274/ahac.8319.

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Bennet-Costi, Betsy. Perceived Administrative Support for Teachers of Urban At-risk Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1258.

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Kono, Nariyo. American Students' Expectations of Teachers in the Japanese Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7134.

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Walker, Kevin. The Experiences of Teachers Successfully Teaching Reading to Black Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7475.

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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Ervin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), February 1995. http://dx.doi.org/10.2172/34371.

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Gregory, Debra. The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6712.

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Kwong Caputo, Jolina. Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1006.

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Besalú-Casademont, R., J. Schena, and C. Sánchez-Sánchez. Most relevant competencies in audiovisual communication studies. Perceptions of professionals, teachers and students. Revista Latina de Comunicación Social, December 2017. http://dx.doi.org/10.4185/rlcs-2017-1233en.

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