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Journal articles on the topic 'Narratives students and teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

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 (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’ discours

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Warren, Amber N. "Language teachers’ narratives of professional experience in online class discussions." Text & Talk 40, no. 3 (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 onli

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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 (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 wa

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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

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Franco, Ashleigh. "Not All Finns Think Alike: Varying Views of Assessment in Finland." International Education Studies 13, no. 1 (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

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Ball, Arnetha F. "The Value of Recounting Narratives." Narrative Inquiry 8, no. 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, administrator

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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 (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

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Young, Kathryn S. "I have a student who…" Narrative Inquiry 19, no. 2 (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 stude

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Archakis, Argiris. "Doing indiscipline in narrative performances." Narrative Inquiry 22, no. 2 (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

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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 (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 fu

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Barbosa, Selma Maria Abdalla Dias. "Language Teacher Education: Identities Under Construction." European Journal of Multidisciplinary Studies 6, no. 1 (2017): 161. http://dx.doi.org/10.26417/ejms.v6i1.p161-171.

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This ethnographic and longitudinal study is aimed at investigating, analyzing and understanding the complex process of professional, social and cultural identity (re)construction of pre-service teachers in a Teacher Education Course at a Federal University in the extreme north of Brazil. The pre-service teacher’s narratives were investigated through a qualitative approach. The narratives were collected from these students-teachers during the four semesters of their supervised internship class in their undergraduate course, as well as the interactions they posted in the Community of Practice -

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Carvajal, Angélica María, and Yolanda Duarte Medina. "Pre-Service Teachers' Perceptions on the Role of English Teachers." Enletawa Journal 12, no. 2 (2020): 58–75. http://dx.doi.org/10.19053/2011835x.10953.

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This small-scale research project was carried out with 15 pre-service teachers enrolled in a B.A. English as a Foreign Language program at a private university with a distance learning modality. The goal of this study was to enable pre-service teachers to express what they thought their role as English teachers should be. The researchers chose narrative inquiry as a way to hear the students’ voices and take them into account in order to promote positive changes in their teaching practice. Different data collection instruments were implemented, such as oral narratives from an unstructured inter

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Ciuladiene, Grazina, and Brigita Kairiene. "THE RESOLUTION OF CONFLICT BETWEEN TEACHER AND STUDENT: TEACHERS’ NARRATIVES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 235–45. http://dx.doi.org/10.17770/sie2018vol1.3249.

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The significant thing for teachers is to settle conflicts with students correctly and effectively without disrupting educational process and damaging the relationship. Dispite teacher-student conflicts are unevitable, and important consequences arise there from, teacher-student conflicts remain poorly studied. The present study aims to examine the strategies teachers use to resolve teacher-student conflicts. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents – teachers - were asked to recall a conflict occurring between them and a

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Meihami, Hussein, and Ilga Salīte. "EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives." Journal of Teacher Education for Sustainability 9, no. 1 (2019): 115–27. http://dx.doi.org/10.2478/jtes-2019-0009.

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Abstract This study was an attempt to probe the perceptions of the EFL students about the cultural identity development of the EFL teachers who participated in cultural negotiation programs. To that end, the interactionally oriented narratives of four EFL students were collected. The narratives were about the cultural performance of the EFL teachers who participated in the cultural negotiation programs in the EFL classes. The narratives were codified based on the principles of Strauss and Corbin (1998) systematic approach. the findings indicated that the EFL students had positive opinions abou

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Pavlenko, Natalia. "DIGITAL NARRATIVES IN FORMATION AESTHETIC VALUES OF FUTURE TEACHERS." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 157–71. http://dx.doi.org/10.33989/2226-4051.2017.16.176000.

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The features of usage pedagogical digital narratives in the process of aesthetic upbringing of future teachers have been considered in the article; the concept of aesthetic values as an integral part of the axiological sphere of a personality has been analyzed. It has been revealed that in the modern information dimension, media texts are important factors of formation culture and spirituality of future teachers. It has been determined that the main mechanisms of influence on the formation of the student's value sphere are reflexivity and emotionogenicity.The study reveals the pedagogical poss

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Pentina, Y. O. "NARRATIVE COMPETENCE FORMATION OF FUTURE FOREIGN LANGUAGE TEACHERS THROUGH THE CONTEXTUAL LEARNING IMPLEMENTATION." BULLETIN Series of Pedagogical Sciences 68, no. 4 (2020): 116–22. http://dx.doi.org/10.51889/2020-4.1728-5496.17.

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The article presents the contextual learning in foreign language educational process.Reveals its’ importance for future foreign language teachers preparation. The author considers peculiarities of professional activity contexts and its role in narrative competence formation. Narratives created by students are the most common forms of verbal communication, realized at different levels of communicative activity, depending on the situation and context.Narrative competence formation in the process of contextual learning is possible through problem-based tasks that arespeciallyorganized by the teac

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GARRETT, PETER, NIKOLAS COUPLAND, and ANGIE WILLIAMS. "Evaluating dialect in discourse: Teachers' and teenagers' responses to young English speakers in Wales." Language in Society 28, no. 3 (1999): 321–54. http://dx.doi.org/10.1017/s0047404599003012.

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School students (15–16 years) in six regions of Wales were recorded telling stories in their local English dialects. Some of these narratives were used as samples representing the main English dialect regions in Wales. Comparable groups of students (n = 169) and a group of teachers (n = 47) rated the audio-recorded speakers on a number of scales of affiliation, status, and Welshness. Statistical analysis of their ratings, employing cluster analysis and multidimensional scaling, made it possible to detect some of the competing or additive effects of dialect and narrative features. Judgments of

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Zalewska-Bujak, Małgorzata. "Współpraca nauczycieli z rodzicami uczniów – przez pryzmat nauczycielskich narracji." Kwartalnik Pedagogiczny, no. 65/2 (October 9, 2020): 154–76. http://dx.doi.org/10.31338/2657-6007.kp.2020-2.9.

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The paper aims to present the issues related to the cooperation between teachers and pupils’ parents. Considering the importance and legitimacy of its occurrence in various forms and manifestations, the author conducted a qualitative study in an attempt to answer the following question: What is the image of this collaboration emerging from the teachers’ narrations as a partof the qualitative interviews conducted with them? The picture reveals teachers’ perspective on their pupils’ parents and cooperation with them, indicating some discrepancy and inadequacy in this area.

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Madden, Brooke. "Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Indigenous Education." in education 20, no. 1 (2014): 57–81. http://dx.doi.org/10.37119/ojs2014.v20i1.153.

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This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers’ narratives are organized using the Anishinaabe medicine wheel, anchoring the exploration of the following five directions and associated decolonizing processes: teachings from the centre/positioning, teachings from the east/honouring, teachings from the south/understanding, teachings from the

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Gaches, Sonya, and Shelina Walli. "‘My mom says you’re not really a teacher’: Rhizomatic explorations of ever-shifting student teacher identities and experiences." Contemporary Issues in Early Childhood 19, no. 2 (2018): 131–41. http://dx.doi.org/10.1177/1463949118778020.

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Current teacher preparation programmes in the USA are required to report to state agencies on how their students are attaining professional preparation standards in order to fully become named as a ‘teacher’. As teacher educators immersed in these neo-liberal policies and expectations, the authors sought a way for their students to work through these expectations by having them write personal narratives of their experiences in university courses and early childhood practicums. The authors found the results from their initial analysis troubling and sought further meaning from the students’ and

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Powell-Brown, Ann Powell-Brown, Dawna Lisa Buchanan Butterfield, and Yuankun Yao. "Stoking the Fire." Educational Renaissance 3, no. 1 (2014): 65–81. http://dx.doi.org/10.33499/edren.v3i1.75.

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Abstract This essay uses qualitative elements to examine characteristics of inspirational teachers through the eyes of teacher candidate autobiographical essays. Based on narratives written by 35 college students, three teacher educators examined the responses through several lenses, including: the characteristics the inspirational teachers had in common, and the impact the teachers had on the students. Seven emerging themes indicate that truly inspirational teachers go beyond the normal call of their duties, sometimes in intangible ways. Also indicated is the notion that knowledge and i

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Gipayana, Muhana. "Spell checker implementation to analyze the narrative essay of sixth-grade elementary school students in Indonesia." Bulletin of Social Informatics Theory and Application 1, no. 1 (2017): 18–25. http://dx.doi.org/10.31763/businta.v1i1.21.

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Learning Bahasa Indonesia correctly in terms of writing and reading is needed by students to understand well the language learned in school. Some problems arise when elementary school students still need guidance in writing Indonesian sentences in narratives, that are still lacking the standard or misspelling. Teachers usually read essays from students but it takes a lot for the teacher to learn. This research emerged with the aim of assisting teachers and students in correcting the spelling of the essay that was written so that it would be a perfect and perfect sentence. Applications built us

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Reid, D. Kim. "Narrative Knowing: Basis for a Partnership on Language Diversity." Learning Disability Quarterly 19, no. 3 (1996): 138–52. http://dx.doi.org/10.2307/1511057.

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Six teachers, the school principal, six university faculty, and two doctoral students participated in a school-university partnership based on narrative knowing. Using a teacher-as-researcher model to focus on the instruction of students labeled as language and learning disabled, we engaged in three preliminary activities: (a) identifying the best hopes and worst fears of the partnership participants, (b) reading about teacher research, and (c) sharing descriptions of students with language-related problems. The six steps of the research collaboration included (a) consensus building; (b) data

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Surette, Tanya. "Too Scared to Teach: Secondary Students’ Insights into Educators Silencing and Stigmatization of Gender and Sexual Diversity in Public Schools in Alberta, Canada." Journal of Contemporary Issues in Education 14, no. 2 (2019): 33–49. http://dx.doi.org/10.20355/jcie29367.

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Despite a growing awareness of the disparities experienced by gender and sexual minority students related to academic attainment and well-being, some teachers continue to avoid discussing gender and sexual diversity. Through the use of narrative inquiry, this study captured the experiences of six secondary students pertaining to the general absence of discussions of gender and sexual diversity and the misinformed way this controversial topic was being handled at school. These students attributed their teachers’ silence to fear, being uneducated, and apathy. Through encountering the student nar

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Lyons, Nona. "Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development." Harvard Educational Review 60, no. 2 (1990): 159–81. http://dx.doi.org/10.17763/haer.60.2.v71123u7768r47w6.

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In this article Nona Lyons explores the nature and meaning of the dilemmas teachers encounter in their classrooms as they, along with their students, respond to and interpret the tasks of learning. Through analyses of teacher narratives, Lyons reveals how the teachers' perspectives toward knowledge and their view of themselves and of their students as knowers enter into their work and can at times be part of their development. In taking up these epistemological issues, Lyons illuminates features of the student-teacher relationship and offers an alternative perspective to current discussions ab

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de Souza, Luana Nunes, Priscila Barros, Luciana Venâncio, and Luiz Sanches-Neto. "Estágio Supervisionado em Educação Física na Educação Infantil e no Ensino Fundamental: Narrativas (Auto)Formativas [Supervised Practicum in Physical Education in Early Childhood and Elementary Education: (Auto)Biographical Narratives]." Journal of Sport Pedagogy & Research 7, no. 2 (2020): 14–23. http://dx.doi.org/10.47863/lquv4345.

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The objective of this article is to describe educational practices between students in teacher education and professors as practicum supervisors. The study is methodologically based on (auto)biographical narratives from the practicums at a military school and a municipal school in Fortaleza, in northeastern Brazil. The participants are two physical education undergraduates at the Federal University of Ceará – who followed through classes in early childhood and elementary education – and two university professors as practicum supervisors. The content analysis of themes from the narratives was d

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Huhtala, Anne. "Becoming a Language Teacher." Apples - Journal of Applied Language Studies 9, no. 1 (2015): 53–69. http://dx.doi.org/10.17011/apples/2015090103.

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In this qualitative study the author examined personal narratives written by 14 Finnish speaking student teachers of Swedish, in order to find out what they tell about their thoughts and feelings concerning their future work as language teachers. The following three themes were in focus: firstly, what university students tell about their reasons for wanting to become teachers in the first place; secondly, what kinds of worries concerning their future work they mention in their narratives; and thirdly, how student teachers could be supported during transition from teacher education to teaching.

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Bambirra, Raquel. "Motivational dynamics in English classes at a Brazilian public school." Revista Brasileira de Linguística Aplicada 17, no. 2 (2017): 219–46. http://dx.doi.org/10.1590/1984-6398201710970.

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ABSTRACT This paper seeks to discuss the interrelations between the motivation of an English teacher at a public federal high school in Brazil and that of her students from a dynamic systems perspective. Three teachers’ oral narratives and 14 students’ logbook entries were used for the data analysis. The teacher’s descriptions and comments on her pedagogical practice were compared to the students’ impressions and motivational levels in an attempt to understand this English classroom-system motivational dynamics and self-organization processes, focusing on how this teacher’s and her students’ m

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Parker, Elizabeth Cassidy, and Tami J. Draves. "A Narrative of Two Preservice Music Teachers With Visual Impairment." Journal of Research in Music Education 64, no. 4 (2016): 385–404. http://dx.doi.org/10.1177/0022429416674704.

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The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P–12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a transformative paradigm and social model of disability as lenses, we retell participants’ experiences across three commonplaces of narrative inquiry: sociality, temporality, and place. Participants told their student teaching stories through various field

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Dewi, Ratna Sari. "The Influence of Diary on the Students' Narrative Writing Skills Quasi-Experimental Study at UIN Syarif Hidayatullah, Jakarta." Jurnal Pendidikan dan Pengajaran 53, no. 1 (2020): 66. http://dx.doi.org/10.23887/jpp.v53i1.24892.

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This study aims to determine the effect of the diary media on the ability to write narratives for Semester III students. The sample in this study was the 60th semester students of the Department of English Language Education at the Syarif Hidayatullah State Islamic University in Jakarta totalling 60 students. Sampling using a multistage random sampling technique. The method used is an experimental method, with non-equivalent experimental design. Data collection was performed using a narrative writing test and analysed using the t test. The results showed that the diary media had a significant

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Mayor, Christine. "Teacher Reactions to Trauma Disclosures from Syrian Refugee Students." Children & Schools 43, no. 3 (2021): 131–40. http://dx.doi.org/10.1093/cs/cdab013.

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Abstract Despite the growing interest in creating trauma-informed schools, including for trauma-affected refugee students, little research has focused on the perspectives of teachers supporting these youths. This qualitative study focused on one school district in southwestern Ontario, Canada; it examined 11 narratives from seven teachers that centered on Syrian refugee student trauma disclosures in the classroom. Two full narratives are provided to illustrate the key thematic findings: teachers feel unsettled by unexpected disclosures, teachers are disturbed by students’ lack of affect, tensi

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Prasetya, Willy. "Translanguaging in International Student Teaching: Narratives of Filipino Teachers in an Indonesian Setting." Language Circle: Journal of Language and Literature 15, no. 2 (2021): 275–84. http://dx.doi.org/10.15294/lc.v15i2.28135.

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Regardless of numerous studies on translanguaging, little attention has been given to its practice among pre-service teachers, particularly in the ASEAN context. To fill this gap, this article explores the experiences of three pre-service English teachers from the Philippines who were assigned to a private elementary school in Indonesia as part of a pre-service teacher exchange program. Working in a context that did not share a similar first or second language, the three teachers used English, their second language, as a lingua franca in communicating with the students. Drawing upon data from

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Stephens, David. "RECONCEPTUALISING THE ROLE OF NARRATIVE IN EDUCATION AND DEVELOPMENT IN AFRICA: LESSONS FROM THE FIELD." International Journal of Educational Development in Africa 1, no. 1 (2014): 19–30. http://dx.doi.org/10.25159/2312-3540/3.

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There has been a major â€˜turnâ€™ towards narrative, biographical and life history approaches in theÂ academy over the last 30 years. But whereas some significant narrative research has been carriedÂ out in the West, such approaches are in their infancy on the African continent. This article exploresÂ narrative at three levels from the influence of Western meta narratives to the national and moreÂ personal narratives of teachers and students. Drawing on two periods of narrative field work inÂ Ghana and South Africa, the article concludes with a discussion of three important lessons to beÂ lear

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Garn, Alex C., and Donetta J. Cothran. "The Fun Factor in Physical Education." Journal of Teaching in Physical Education 25, no. 3 (2006): 281–97. http://dx.doi.org/10.1123/jtpe.25.3.281.

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Using Scanlan and Lewthwaite’s (1986) sport enjoyment model as a conceptual framework, this study was designed to explore two areas: (a) students’ and teachers’ perceptions of “fun” in physical education class and (b) differences that may exist in these perceptions between groups of students (in team sports, individual/dual sports, and fitness) and teachers. The critical incident technique and a fun survey were administered to 191 participants. Critical incident technique narratives and descriptive statistics revealed the importance of achievement motivation concepts, such as teacher, task, an

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Ivanchuk, Anatolii, Tetiana Zuziak, Oksana Marushchak, Anatolii Matviichuk, and Viktor Solovei. "TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN’S TECHNICAL LITERACY." Problems of Education in the 21st Century 79, no. 4 (2021): 554–67. http://dx.doi.org/10.33225/pec/21.79.554.

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Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion

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Dhakal, Rebat Kumar. "“Confronting the Dragons at the Door”: A Call for Transformative Learning in Teacher Education." Journal of Education and Research 7, no. 2 (2018): 54–69. http://dx.doi.org/10.3126/jer.v7i2.21247.

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This paper examines the beliefs of Nepali teacher educators about the potential of transformative learning (TL) experiences in teacher education. It further explores the ways in which they are promoting TL among the graduate students aspiring to become teacher educators and among the in-service teachers in Nepal. Data collection consisted of qualitative methods, particularly narrative interviewing and observation. Key participants included three emerging transformative education practitioners (teacher educators) and a transformative education pedagogue from Kathmandu University. The narratives

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Rodrigues, Alessandra, Maria Elizabeth Bianconcini De Almeida, and José Armando Valente. "Currículo, narrativas digitais e formação de professores: Experiências da pós-graduação à escola." Revista Portuguesa de Educação 30, no. 1 (2017): 61. http://dx.doi.org/10.21814/rpe.8871.

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A formação de educadores para a integração das tecnologias ao currículo em diferentes contextos educacionais foi o foco deste estudo, que teve como objetivo entender como o desenvolvimento de narrativas digitais contribuiu para essa formação. Os educadores investigados eram mestrandos de um Programa de Pós-Graduação em Ensino de Ciências de uma universidade pública brasileira que atuavam também como professores em diversos níveis de ensino. A estratégia de aprendizagem foi baseada no desenvolvimento de narrativas digitais. Os dados desta investigação foram coletados por meio de questionário el

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Aouad, Jennifer, and Fabio Bento. "A Complexity Perspective on Parent–Teacher Collaboration in Special Education: Narratives from the Field in Lebanon." Journal of Open Innovation: Technology, Market, and Complexity 6, no. 1 (2019): 4. http://dx.doi.org/10.3390/joitmc6010004.

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Several studies have highlighted the importance of parent–teacher collaboration (PTC) in special education (SE). In Lebanon, there is a widespread perception among practitioners that out of many educational challenges facing SE organizations, there is the need to consolidate successful parent–teacher partnerships. We contribute to research on PTC by applying a conceptual framework from complexity science to investigate the interaction between teachers and parents in one SE organization in Lebanon. The interaction between teachers (internal agents) and parents (external agents) constitute an im

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Mills, Monique T., Leslie C. Moore, Rong Chang, Somin Kim, and Bethany Frick. "Perceptions of Black Children's Narrative Language: A Mixed-Methods Study." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 84–99. http://dx.doi.org/10.1044/2020_lshss-20-00014.

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Purpose In this mixed-methods study, we address two aims. First, we examine the impact of language variation on the ratings of children's narrative language. Second, we identify participants' ideologies related to narrative language and language variation. Method Forty adults listened to and rated six Black second-grade children on the quality of 12 narratives (six fictional, six personal). Adults then completed a quantitative survey and participated in a qualitative interview. Results Findings indicated that adults rated students with less variation from mainstream American English (MAE) more

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Rhem, James. "Teacher's Narratives Confront Students as Learners." National Teaching & Learning Forum 24, no. 1 (2014): 1–4. http://dx.doi.org/10.1002/ntlf.30008.

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Apreasta, Lika. "The Development of Learning Materials-Based Guided Narrative Writing Skills Writing in Elementary School." International Journal of Educational Dynamics 1, no. 1 (2019): 155–61. http://dx.doi.org/10.24036/ijeds.v1i1.48.

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Abstract___ effected by the use of materials that are less able to attract students and writing less in accordance with the process of writing (pramenulis, saatmenulis, and pascamenulis). The goals achieved in the efforts of the development of these materials is to produce learning materials to write a narrative-based Guided Writing for teachers and students of class V SD a valid, practical, and effective. This type of research is research development. This research uses a 4-D model which consists of 4 stages: stage define, design, develop, and disseminate. Test the validity of the data obtain

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de Sousa Morais, Joelson, Franc-Lane Sousa Carvalho do Nascimento, and Maria Divina Ferreira Lima. "AS ESCRITAS DE SI E OS EFEITOS MOBILIZADORES DA FORMAÇÃO DOCENTE EM NARRATIVAS (AUTO)BIOGRÁFICAS." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 232–47. http://dx.doi.org/10.5747/ch.2020.v17.h480.

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This text is configured as a theoretical-bibliographic research, emphasizing thenarrative (auto) biographical approach to think about the processes of teacher training based on the writings of themselves as contributing to the construction of knowledge, knowledge and transformations that this can provide. We propose to question as a research problem: What are the contributions of the writings of oneself in the teacher education processes woven into (auto) biographical narratives? In view of the above, we weave as objectives of this article: to understand the historical-epistemologicalaspects o

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Wilder, Lynn K., Elia Vázquez-Montilla, and Jackie Greene. "Unmasking the Faces of Diverse University Students and Professors through Narrative Ethnography." Multicultural Learning and Teaching 11, no. 2 (2016): 151–58. http://dx.doi.org/10.1515/mlt-2016-0007.

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AbstractAuthors in this special issue of Multicultural Learning and Teaching utilized emerging qualitative research methodology, narrative ethnography, to seek to understand and then to describe the innermost fears and joys and to hear recommendations from the diverse individuals they interviewed, observed, and formed a relationship with over time. Most are university professors and students, and one the father of a student, who depict their experiences with teachers and professors in educational contexts in the United States over time. The narratives are moving and thoroughly engross the read

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Tomšič Amon, Bea. "Interdisciplinary Connections through Transmedia Narratives in Art Education." Center for Educational Policy Studies Journal 10, no. 4 (2020): 55–74. http://dx.doi.org/10.26529/cepsj.916.

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The world of new media has inevitably changed teachers’ and students’ attitude towards information. Data of all kinds and from any scientific field are easily available at any time. Nevertheless, isolated data have nothing to do with knowledge. We refer to ‘knowledge’ when an interdependence of information has a particular significance in defined conditions. How to use and connect this information is one of the primary issues teachers have to engage with since they are still the main organisers of the educational process. Taking into account the objectives of his/her explanations, he/she choos

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Cahyono, Setyo Prasiyanto, and Inggy Yuliani Pribady. "Scaffolding in Narrative Learning: Appraisal Analysis in Teachers’ Talk." TEKNOSASTIK 18, no. 1 (2020): 59. http://dx.doi.org/10.33365/ts.v18i1.553.

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Engagement is one of appraisal dimensions introduced by Martin and White (2005) that is used to analyze the stances which a teacher takes, both in relation to the students and the visual-verbal components in texts and the way of the teacher align or dis-align the students. This paper explores the interaction between a teacher and thirty-two junior high school students in learning narrative texts. The focus of this study is on the stages of scaffolding to help the students to cope with narrative texts. This study employs classroom discourse analysis particularly appraisal analysis on engagement

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Holdhus, Kari. "When Students Teach Creativities: Exploring Student Reports on Creative Teaching." Qualitative Inquiry 25, no. 7 (2018): 690–99. http://dx.doi.org/10.1177/1077800418801377.

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In this article, I share a journey of research on student teacher reports regarding creativity pedagogies. The empirical material comprises student reports on teaching for creativity. The text draws on the literatures of creativities, creativity pedagogies, and professional improvisation, inspired by a backdrop of literature on narrativity and narrative writing. The text aims to discuss how creativity pedagogies can take place in different practical surroundings and to provide an example of how teaching in higher education can both contribute to research and be research-based. My research ques

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Farah, Rafika Rabba. "‘WHO AM I?’ INTERROGATING MY IDENTITY AS ESP TEACHER: PERSONAL NARRATION." A Journal of Culture English Language Teaching Literature & Linguistics 3, no. 1 (2018): 1. http://dx.doi.org/10.22219/celticumm.vol3.no1.1-14.

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The notion of English for Specific Purposes (ESP) program which integrates language and content at one go could be challenging for language teachers as their expertise is only on the language, not the content. Consequently, it affects ESP teachers’ identity. This study takes a deeper look on a teacher’s personal experience teaching ESP that contributes to ESP teacher’s identity construction. It is a qualitative research using narratives as the approach, written records are taken as the main data. In the study, there are three participants in the research; two are ESP teachers and another is th

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Farah, Rafika Rabba. "‘WHO AM I?’ INTERROGATING MY IDENTITY AS ESP TEACHER: PERSONAL NARRATION." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 3, no. 1 (2018): 1–14. http://dx.doi.org/10.22219/celtic.v3i1.7855.

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The notion of English for Specific Purposes (ESP) program which integrates language and content at one go could be challenging for language teachers as their expertise is only on the language, not the content. Consequently, it affects ESP teachers’ identity. This study takes a deeper look on a teacher’s personal experience teaching ESP that contributes to ESP teacher’s identity construction. It is a qualitative research using narratives as the approach, written records are taken as the main data. In the study, there are three participants in the research; two are ESP teachers and another is th

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Monobe, Gumiko, and Barbara L. Seidl. "“We have stories to share!”: Narratives of Identity and Perspectives of Japanese Descent Teachers in the USA." Journal of Family Diversity in Education 3, no. 3 (2019): 88–111. http://dx.doi.org/10.53956/jfde.2019.143.

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As the number of immigrant children entering school systems increases across the globe, preparing teachers to support these children and their families is of critical importance. How to support and bring strength to English language learners (ELLs) and immigrant children is a new subject among the scholarship of teacher education, due to the increasing numbers of immigrant children. There are unique complexities that educators need to consider, including: (a) their own cross/bicultural, bilingual identity development, (b) their interpersonal relationship building, and (c) their hybrid experien

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Porozovs, Juris, and Silvija Kristapsone. "The Opinion of Latvian Teachers About the Most Suitable Teaching Methods and Possibilities to Make Lessons Interesting." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (2017): 50–56. http://dx.doi.org/10.1515/sigtem-2017-0009.

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Abstract Student’s learning motivation and learning outcomes depend on the ability of the teacher to interest students, the chosen teaching methods and proficiency to manage the learning process. Teacher who can successfully choose teaching content, material resources and different teaching methods is able to cause interest about his subject. Teacher who is interested in teaching process himself can help students to learn a subject. The aim of the study was to find out the Latvian teachers' opinion about the disturbing factors affecting the achievement of high learning outcomes for students, t

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