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Dissertations / Theses on the topic 'Narratives students and teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

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 classr

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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 narrativ

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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 un

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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 ap

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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

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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 s

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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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Perry-Whittingham, Michael. "Remembering the Holocaust : teachers' narrative choices and students' historical thinking." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32119.

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This study investigated teachers' narrative choice and students' historical thinking. The research examined the influence of varying curriculum materials, including a graphic novel, feature film and discovery trunk, on student thinking about the Holocaust. The study was conducted in three social studies 11 classes, taught by the researcher, in an urban public secondary school. Data used in the study consisted of student essay samples and informal classroom observations. The study's findings revealed that students' thinking about the Holocaust was multi-dimensional and fairly complex. St

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Morales, Fernanda M. "Changing students' ideas of social justice through narrative pedagogy /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=1176532781&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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13

Gray, Kelli Lynn, and Kelli Lynn Gray. "Through Their Eyes: Narratives of Students' Lived School Experiences of Segregation and Desegregation." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621144.

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This dissertation documents the oral historical narratives of the lived school experiences of eleven participants in school at the passing of Brown v. The Board of Education. It is organized as a three-article dissertation where each article examines one topic that surfaced during my research. Article One critically interrogates the idea that integration over segregation is always in the best interest of students. It describes the positive experiences of Black students in segregated schools. Article Two describes the type of care Black teachers in segregated schools showed their students, whic

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Reid, Hannah Marie. "Teacher Self-Identity: A Narrative Inquiry Into the Lives of Teachers and the Influences on Their Interactions with Students." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1500045350342949.

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Skillen, Matthew Glen. "“I hope I get it. I do hope I figure it out.”: pre-service secondary language arts teachers’ negotiations of high school students’ literacies." Diss., Kansas State University, 2009. http://hdl.handle.net/2097/1628.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>F. Todd Goodson<br>As the curriculum of American schools becomes more standardized, while teachers face the elevated levels of accountability, and definition of adolescent literacy rapidly expands, teacher education programs must do more to help pre-service teachers prepare for the realities of public education (Boyd, Ariail, Williams, Jocson, & Sachs, 2006). Among these realities exists the looming pressure to demonstrate the ability to help students succeed on standardized assessments that test comprehension-based literacy skill

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Sabella, Laura De Armond. "When Language Arts Meets the Spectrum: English Teachers' Perspectives of Students with Autism." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6376.

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Current accountability measures require English language arts (ELA) teachers to teach literacy skills to all students. However, the population of mainstreamed students is becomingly increasingly diverse and includes students on the autism spectrum for whom literacy skills may lie in opposition to population characteristics. Further, educators are encouraged to respond to students in culturally responsive ways, and current teacher evaluation systems often require teachers to demonstrate cultural competence. However, a dearth of research provides insight into the ways secondary ELA teachers perc

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von, Zweigbergk Maria. "Emergency Distance Teaching during the first year of the Covid-19 pandemic : Narratives from upper secondary school teachers in Sweden." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104566.

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Background: In March 2020, because of the Covid-19 pandemic, suddenly and completely unexpected, governments worldwide replaced face-to-face education with emergency distance teaching. Studies showed that students and teachers, in general, had been negatively affected by the strategy. Upper secondary school teachers and students in Sweden were affected and have now worked and studied from home for more than one year. Problem: Teachers were now asked to do extraordinary things regarding course delivery and learning. However, school curricula have not changed, and it has been up to the teachers

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Chan, Shirley Ming Wai. "The relationship between South Asian students and their teachers : a narrative inquiry in the Hong Kong context." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707757.

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Visentini, Lucas. "O ESCUDO DE PERSEU A REFLETIR A IMAGEM DE MEDUSA: O PROCESSO FORMATIVO AUTOPOIÉTICO EM NARRATIVAS AUTOBIOGRÁFICAS DE ESTUDANTES DE PEDAGOGIA." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/7138.

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This master thesis is about the autopoietic development process of undergraduate students of pedagogy from Universidade Federal de Santa Maria (UFSM), who were studied by us in this thesis. The main objective was to search the senses wire weaved in the autopoietic development process of undergraduate students of pedagogy from Universidade Federal de Santa Maria (UFSM) and study the meanings built by the students that link them to the teaching profession. The research subjects of this study accepted to share with us his experiences by the Termo de Consentimento Livre e Esclarecido (TCLE). It

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Finau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.

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Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

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Bridges, Cynthia Denise. "Experiences Teaching Stoichiometry to Students in Grades 10 and 11." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/291.

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Many students have problems learning stoichiometry, a complex mathematical chemistry concept used to determine how much product will be produced or formed from a given quantity of reactants. The problem addressed in this study was teachers' lack of understanding of how to teach stoichiometry in a Midwestern urban school district. The conceptual framework of the study was based upon constructivist theory. A qualitative narrative approach was used to obtain the perceptions of 5 high school chemistry instructors related to their experiences, successful or unsuccessful, in teaching stoichiometry t

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Pasto, James Allan. "Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/200.

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Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacherstudent relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first

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Cols, Catasús Mercè. "Les pràctiques narratives en la formació de la identitat del mestre. Una etnografía educativa entorn l'autobiografia educativa en la formació inicial de mestres." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/663333.

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El tema d’estudi d’aquesta tesi són les pràctiques narratives, específicament, l’autobiografia educativa, en la formació inicial de mestres a través d’una metodologia qualitativa, concretament de l’etnografia educativa i circumscrita en el cas singular dels estudiants de primer curs del Grau d’Educació Primària de la Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna (URL), amb la intenció de defensar les pràctiques narratives -que donen un lloc privilegiat a l’experiència i a la reflexió- com a mètodes especialment adequats i renovadors en la formació universitària dels m

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TEIXEIRA, Regis Alexsandro Taveira. "O COTIDIANO DA EDUCA??O F?SICA ESCOLAR: A percep??o dos atores sociais em um col?gio p?blico de Serop?dica." Universidade Federal Rural do Rio de Janeiro, 2013. https://tede.ufrrj.br/jspui/handle/jspui/2511.

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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-01T18:03:34Z No. of bitstreams: 1 2013 - Regis Alexsandro Taveira Teixeira.pdf: 3255104 bytes, checksum: cdf63c0d3c7029b61d95ad880519aaee (MD5)<br>Made available in DSpace on 2018-11-01T18:03:34Z (GMT). No. of bitstreams: 1 2013 - Regis Alexsandro Taveira Teixeira.pdf: 3255104 bytes, checksum: cdf63c0d3c7029b61d95ad880519aaee (MD5) Previous issue date: 2013-08-28<br>This research aimed to analyze the daily physical education through the perception of social actors in a College of Public School Serop?dica / RJ and verify the extent t

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Knox, Antoinette M. "Reading strategies for middle school students with learning disabilities." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8582.

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Thesis (Ed. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 143-157). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Silva, Marlon André da. "Sentidos atribuídos à docência no contexto escolar : narrativas de estudantes de educação física da ESEFID/UFRGS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156648.

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Nesta tese procuro identificar e compreender de que modo os estudantes de Educação Física (EF) da Escola de Educação Física, Fisioterapia e Dança da Universidade Federal do Rio Grande do Sul (ESEFID/UFRGS) atribuem sentidos à docência, e como o estágio curricular supervisionado influencia a produção/alteração desses sentidos. A escolha da temática ocorre a partir de um “olhar” lançado sobre meu próprio processo formativo. Especificamente, ao reconhecimento do lugar que ocuparam determinados eventos, experiências e pessoas, a partir dos quais foi possível compreender a docência por outros senti

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Pasto, James. "Funds of Knowledge that Support Teacher-Student Relationships| A Narrative Study of Effective Teachers." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642825.

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<p> Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacher-student relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups.

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Pynchon, Susan Reynolds. "Resisting humiliation in schooling : narratives and counter-narratives /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7766.

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Russell, Heather A. "Music Student Teacher Reflections as Narratives of Identity." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/146212.

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Music Education<br>Ph.D.<br>The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflecti

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Sutters, Justin Peter. "Taking Place and Mapping Space: How Pre-Service Art Education Students’ Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345065866.

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Smith, Michelle Suzanne Theresa. "Revelations, classroom-based teacher development through student narratives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ40674.pdf.

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Gibson, Shona. "Narratives of preservice teachers." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050330.124302/index.html.

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Thesis (M.Ed.)--University of Wollongong, 2005.<br>Typescript. Narratives are based on experiences of prospective teachers enrolled at the University of Wollongong in the Knowledge Building Community (KBC) program, which is an alternative model of teacher training. Includes bibliographical references: leaf 264-283.

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Silva, Lisandra Oliveira e. "Os sentidos da escola na atualidade : narrativas de docentes e de estudantes da Rede Municipal de Ensino de Porto Alegre." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/63137.

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Considerando o contexto atual dos processos de mudanças históricossociais que envolve a escola e a comunidade escolar e que gera efeitos na vida da escola e nas relações que nela acontecem, realizei esta Tese por meio da escuta e da compreensão dos sentidos construídos sobre a escola a partir das narrativas de dois grupos: o professorado, representado por docentes de Educação Física; e os estudantes, representado por jovens matriculados no Ensino Fundamental da Rede Municipal de Ensino de Porto Alegre e que frequentam as aulas de Educação Física nas escolas. A Tese foi orientada pelo seguinte

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Griffiths, Joanne. "Permanent exclusion : sharing pupil's narratives with teachers." Thesis, Cardiff University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633048.

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During the 1990s, the numbers of pupils being permanently excluded from school increased dramatically (Hodge, 1998). Despite concern amongst educationalists and the government, changes in the law and approaches aimed at reducing exclusion, the level of permanent exclusion remains high. Studies such as Kinder et al. (1999) and Gilbertson (1998), have demonstrated that exclusion is a significant issue within education, and that the consequences of being permanently excluded are negative for young people. Some groups of pupils are at higher risk of exclusion than others, and some of these groups

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Keefer, Natalie Elizabeth. "Teachers' Narratives of Experience with Social Class." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4346.

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Equality of educational opportunity has been a long elusive goal of public education in the United States. This narrative, phenomenological study conducted inquiry into how five teachers in Tampa, Florida construct meaning about social class and academic achievement based on their life experiences as members of a class-based society. Data produced descriptive, narrative stories that contextualize how meaning is constructed about social class based on participants' life experiences. This line of inquiry provides relevant insight into teachers' understandings of social class which may influence

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Yates, Debra L. "Portrait of an alternative school : using narratives to explore teacher-student relationships /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=1184156691&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Gidron, Ariela. "Narrative study of life stories of student teachers and their pedagogical ciunsellors." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398357.

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This study is an educational narrative inquiry of life stories of 27 student teachers and 7 pedagogical counsellors in the context of an Israeli teacher education program for the elementary school. From the stance of a teacher-educator researcher I explored the possibilities of understanding studetns and counsellors as other than me. Life stories collected from the concerned group were viewed as granting narrative access into personal realms of meaning, with auto/biographical and ethnographic perspectives used as borrowed conceptual lenses to examine from a new angle, the otherwise taken for g

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Beckley, Nicole Marie. "Relationships between visual and written narratives in student engagement." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/4574.

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This research explores the relationships between visual and written narratives, as well as the quality of engagement in art and writing processes. The study focuses on the work of second grade students in the art education classroom at a small rural elementary school. Data collection included: direct observation of the students, teacher notes, rubrics, student surveys, and student projects. The aim was to collect information on the ways in which students prefer to create and share their narratives. Results show that by providing students with choices in their learning, they are more engaged in

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Silva, Thais Barcelos Dias da. "Narrativas docentes sobre processos de formação nos movimentos estudantis: tecendo diálogos sobre práticas democráticas." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6823.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>Este estudo tem como propostas pensar os processos formativos que acontecem nos movimentos estudantis e como as experiências vivenciadas neste espaçotempo influenciaram e influenciam práticas educacionais que busquem ser mais democráticas. Assim, neste texto, dedicar-me-ei a refletir um pouco mais sobre a noção de democracia que venho assumindo nesta pesquisa e meus caminhos formativos como pesquisadora e professora. Dialogo com Oliveira (2009) e Santos (2007) para pensar a democracia, partindo da noção de que uma sociedade seria

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Prieto, Godoy Kaitlin Ann. "Bisexual College Students' Identity Negotiation Narratives." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586948071736854.

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Mcmillan, Wendy Jayne. "Explaining differential performance of teacher college students." University of the Western Cape, 2001. http://hdl.handle.net/11394/8441.

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Doctor Educationis<br>The purpose of this study is to examine the relationship between identity and differential academic performance in a cohort of preprimary teachers-in-training. The study draws on indepth interviews with, and detailed observations of, nineteen students and five of their lecturers at a college of education in Cape Town in the late 1990s. Through an analysis of the narratives of academic performance of these students, this work argues that students constructed narratives of academic performance framed by their expectations of what they considered possible for people of thei

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Frooghi, M. (Mona). "Learning through emotional experiences during teaching practice:a narrative study of four student teachers." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201710062955.

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This thesis focuses on student teachers’ emotional learning experiences during their teaching practice abroad. The aim is to give voice to student teachers and explore what they consider the role of emotional experiences to be in their learning. This thesis draws on transformative learning theory and specifically on emotional transformative learning. Using purposeful sampling, four student teachers from the Intercultural Teacher Education Program at the University of Oulu, Finland participated in this study. An integral part of the students’ education involves completing teaching practice in

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Bailey, John Reginald Howard. "Words of encouragement, narratives of second-generation teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0001/MQ45480.pdf.

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Beckwith, Deonne. "Teachers' Narratives on Turnover in Focus County Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5604.

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Focus County School District in the Mideast United States experienced a 12% teacher turnover rate over the last 2 years. The purpose of this study was to explore those factors that led to teachers leaving the district. Bandura's social cognitive theory was the guiding theory to examine and explain those factors that contributed to the district's teachers' attrition. Using narrative inquiry, the teachers' thick descriptions of their experiences were collected through the interview process. The data consisted of 9 personal interviews of teachers who left the district. .The data were analyzed and

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Philpott, Carey. "The story of an hour : a sociocultural understanding of student teacher narratives of experience." Thesis, Lancaster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658085.

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This thesis uses a framework derived from the work of Wertsch and Bruner to provide a sociocultural analysis of narratives of classroom experience created collaboratively by student teachers, school based mentors and university based tutors participating in a one year secondary Post Graduate Certificate in Education course at one English university. The narratives analysed are constructed during meetings in one placement school between students, mentors and tutors after all three have participated in an episode of teaching led by the student. The thesis explores the ways in which the Professio

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Wennås, Brante Eva. "Stand together or fall alone : narratives from former teachers." Högskolan Kristianstad, Avdelningen för Pedagogik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10597.

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In 2004 as many as 25% of teachers in Sweden, Denmark, and England were willing to leave their profession immediately; in the United States much effort has been invested in studying why teachers leave the profession. In this paper, four teachers who left the profession were interviewed from within the life-story tradition. In the narratives, which were rendered in a poetic style during the analysis, colleagues were mentioned both positively and negatively. The theme of having colleagues, and especially trust or mistrust between colleagues, was thus explored. The existence or non-existence of l

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Huuskonen, S. (Susanna). "Teachers as civic actors: narratives on civic activity experiences." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201303121097.

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This thesis researches teachers as civic actors. The thesis begins with defining civic activity with the help of related terms. Next civic education is discussed first from a historical perspective and then in today’s context. The roles of socialization and schools in civic education will be contemplated in order to situate the teacher as a civic actor to a surrounding context. Teachers as civic actors are then studied from the critical pedagogy point of view and lastly from a practical perspective. In the end of the theoretical part civic activity’s role in teacher education is discussed and

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Coultas, Valerie. "Teachers' narratives of classroom talk : what are the challenges?" Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021757/.

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This study seeks to explore English teachers’ understandings of the challenges of classroom talk. A key assumption is that while many teachers and researchers view talk for learning as valuable, there is still a problem when it comes to actually using talk and small group learning widely. There are many different challenges that emerge when teachers try to promote this type of learning. Rather than study classroom discourse therefore, I wanted to focus on teachers’ understandings of how talk works in the classroom. This was the problem I wanted to research in more depth. I start the study with

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