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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 (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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Barbosa, Selma Maria Abdalla Dias. "Language Teacher Education: Identities Under Construction." European Journal of Multidisciplinary Studies 6, no. 1 (June 10, 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 - CdP - and discussed in thematic sessions accomplished during the process of investigation.
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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 (April 29, 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 interview, written narratives from tutors’ reflections in a journal, and a questionnaire to characterize the participants. The findings showed that the pre- service teachers characterized the role of the English teacher as being committed and engaged in the learning process. They also displayed an empathetic attitude toward teaching in the English classroom. Additionally, they highlighted innovativeness and open-mindedness as crucial traits for creating a positive environment in the classroom and activating the affective filter.
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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 student during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 31 teachers. Their average age was 43, 6 years. By gender there were 2 males and 29 females; work experience was from 2 till 35 years.An analysis of the cases enabled to distinguish two groups of teachers’ reactions to the conflicts. One of them is focus on communication with student on the issue and discovering of the reasons of his / her behaviour. Resolving conflict in a cooperative way involves teacher’s endeavours to perceive accurately student’s positions and motivation, recognise the legitimacy of each other’s interests, and search for a solution accommodating the needs of both sides. The second group of teachers’ reactions to the conflicts manifests itself by the lack of the reflection of the motives and causes of the student’s inappropriate behaviour. Thus, recorded conflicts are considered as non cooperative (destructive) ones.This study give insight into the role of teacher in relation to conflict resolution with student. Findings of the study emphasize the need for teachers to critically determine meaningful conflict resolution strategies.
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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 (May 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 about how their teachers dealt with cultural issues in the classrooms after participating in cultural negotiation programs. The findings also indicated that the EFL students perceived that the EFL teachers engaged more in cultural discussions, they used more interaction types, they were more motivated to address cultural issues in the classes, and they took into account the emotions of their students in cultural discussions in the classrooms. Moreover, it can be concluded from the findings that cultural negotiation programs have positive effects on the EFL teachers’ cultural identity development if the principles of identity-as-practice and identity-in-discourse will be followed in the EFL teacher education programs.
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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 possibilities of digital narrative methods to attract the youth to the comprehension of the high aesthetic ideals commonly accepted in society, embodied in artistic images of media text. The content of pedagogical digital narratives has been analyzed and it has been revealed that the versatility of their subjects allows covering all spheres of aesthetic expression (art, language, nature, social phenomena, labor, way of life, behavior, communication, etc.).The features of attracting students to artistic and creative activities in the process of designing digital narratives have been revealed. The ways of aesthetization of a university educational environment by means of narrative media texts through the usage of their potential in the educational process, extra-curricular activities and the creation of s student’s individual media space have been considered.The aesthetic characteristics of digital narrative as a special synthetic type of digital art have been analyzed; requirements for sound and visual means of artistic expressiveness and quality of speech design have been specified.
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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 (December 30, 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 teacher and provide active interaction of students, their joint activity in finding solutions to the presented problem content. The articleprovides examples of problem situations that reveal the methodological aspect. Prospects for further research of contextual learning and its importance in the process of future foreign language teachers’ narrative competence formationaresuggested.
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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 (July 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 “Welshness” of the speaker/narratives were grounded in the regional dialect properties; but other judgments, such as the likability of the speakers, tended to draw on features of both dialect and narrative. In addition, comparison of students and teachers revealed differences in their evaluations of particular dialect communities and the characteristics of the narratives. The findings illustrate the importance of approaching the analysis of dialect variation within the broader context of speech and discourse performance.
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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 (April 25, 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 west/doing, and teachings from the north/knowing. This paper concludes with a discussion of how White, Euro-Canadian teachers’ decolonization informs the fields of Indigenous education, teacher education, and narrative inquiry.
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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 (June 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 other texts. Only when the authors returned to literature that was closer to their own feminist, post-structural core did they find some (un)comfort. They had become distracted by institutionalized, modernist and neo-liberal notions of linear teacher development. They had nearly overlooked the majority of their data illustrating student teachers’ often clandestine classroom experiences, leading to a non-linear ‘messiness’ of constantly shifting, vacillating, variable and ever-flowing multiple identity enactments in the narratives. Drawing on student teachers’ narratives in order to challenge and rupture the neo-liberal truth(s) of linear teacher development, the authors argue that teachers’ identities are not built on the dissemination of discrete knowledges and specified skills and dispositions articulated in standards, but rather are under ever-evolving, messy, multifaceted, multilayered construction through their experiences with children, families and fellow teachers. Finally, the authors explore possible implications for teacher educators and teacher education.
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Powell-Brown, Ann Powell-Brown, Dawna Lisa Buchanan Butterfield, and Yuankun Yao. "Stoking the Fire." Educational Renaissance 3, no. 1 (December 29, 2014): 65–81. http://dx.doi.org/10.33499/edren.v3i1.75.
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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 instructional strategies are not sufficient for making a teacher inspirational. Implications for teacher education are discussed.
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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 (March 17, 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 using internet technology so students can access the system anywhere. The results show that 87% of students experience spelling errors in writing narrative essay because they are inaccurate to what they write, so the application will provide automatic correction and already implemented in several schools at Malang.
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Reid, D. Kim. "Narrative Knowing: Basis for a Partnership on Language Diversity." Learning Disability Quarterly 19, no. 3 (August 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 collection, including teacher observations and journaling, ethnographic observations, periodic videotaping, and home visits; (c) continuous joint study; (d) data analysis and descriptive narratives; (e) design and implementation of interventions; and (f) assessment.
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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 (December 10, 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 narratives, implications for teachers aspiring to create inclusive learning spaces for this population are shared.
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Lyons, Nona. "Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development." Harvard Educational Review 60, no. 2 (July 1, 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 about teachers' knowledge.
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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 (November 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 dialogical, using a virtual learning environment. The narratives were compiled from field records, shared readings and nine meetings during one semester. The mediation of reflections took place weekly through the Google Docs platform. The results pointed out some problems and challenges, such as the context, structure and accessibility of each school, preparation of classes, school teachers’ educational practices, as well as the specificity of physical education. We consider that educational practices between the students and supervisors were close to the positions taken by one teacher; however, there was a distance from the dispositions of other teachers at both schools. We conclude that narratives situated ways of coping with adversity, contributing to the students’ process of self-study.
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Huhtala, Anne. "Becoming a Language Teacher." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 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. According to the study, students choose teaching for reasons that are related to: (a) teacher identity and (b) teaching profession. They see teaching as meaningful and rewarding, but tell about worries connected to: (a) appearing in class and not having enough subject knowledge; (b) contacts with teenagers and their parents; and (c) heavy workload and lack of time. The results give support to previous studies indicating that novice teachers would benefit from organized mentoring sessions during transition to working life, so as to make it smoother and less challenging.
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Bambirra, Raquel. "Motivational dynamics in English classes at a Brazilian public school." Revista Brasileira de Linguística Aplicada 17, no. 2 (June 22, 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’ motivation co-adapt and soft-assemble, influencing and being influenced by the context. The results seem to confirm not only that student motivation and teacher motivation are deeply interrelated, but also that they interact organically and continually, revealing that the context is contingent.
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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 (October 28, 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 texts, including interviews, journals, emails, and informal conversations. Three particular issues were highlighted strongly within their narratives: accessible music, reliance on others, and individuals’ attitudes. Issues of what constitutes effective teaching, teacher identity construction, and preparedness for working with individuals with disabilities also emerged. Multiple avenues are suggested for practice, research, and policy in music, teacher education, and teachers with disabilities.
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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 (May 15, 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 effect on the ability to write student narratives with a coefficient of t count > table = 6.41> 1.70 at a significant level α = 0.05. These results indicate that the diary media can be used as an alternative media in learning to write student narratives. Therefore, teachers need to know the importance of using appropriate learning media to develop students' narrative writing skills.
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Mayor, Christine. "Teacher Reactions to Trauma Disclosures from Syrian Refugee Students." Children & Schools 43, no. 3 (July 1, 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, tension exists between emotional expression and containment, and teachers engage in meaning making when hearing the stories students want to tell. These findings are discussed within the wider research context of emotional labor, vicarious trauma, and burnout, and indicate that additional support is needed for teachers given the reported professional and personal strain that trauma disclosures can cause. This is not only important for the well-being of teachers but is also critical for Syrian refugee and other trauma-affected students to learn within a more equitable educational environment. School social workers are discussed as a possible resource for providing this ongoing training and support for teachers.
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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 (April 26, 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 their teaching diaries, class observation, and in-depth interviews, this article reveals that using English in the classroom was challenging because English was neither the first nor the second language of their students. Three narratives from the teachers are recounted to shed some light on their use of translanguaging to bridge the communication gap. The implication of the study is also discussed.
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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 (October 14, 2014): 19–30. http://dx.doi.org/10.25159/2312-3540/3.
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There has been a major ‘turn’ towards narrative, biographical and life history approaches in the academy over the last 30 years. But whereas some significant narrative research has been carried out in the West, such approaches are in their infancy on the African continent. This article explores narrative at three levels from the influence of Western meta narratives to the national and more personal narratives of teachers and students. Drawing on two periods of narrative field work in Ghana and South Africa, the article concludes with a discussion of three important lessons to be learnt from the field: that the relationship between ‘grand’ hegemonic narratives and individual life histories needs to be re-thought; that context and culture provide the hermeneutic ‘glue’ that provides meaning to the field narratives; and that narrative research can provide alternative sources of evidence for policymakers.
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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 (July 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, and the social aspects of fun in physical education, whereas MANOVA revealed significant differences in perceptions of fun between students and teachers.
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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 (August 10, 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 transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. Keywords: multidisciplinary approach, narrative approach, technical phenomena, technology teachers
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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 (October 4, 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 of the participants showed that they were stepping up to promote TL in teacher education programmes in Nepal. Their stories revealed that changing the frame of reference of the conventional teachers and thereby instilling in their mind-set the simple thought of TL was like confronting the dragons. Nonetheless, their engagement in teacher education programmes have exposed how students and educators can co-create TL experiences. Their experiences and also my observation of their training programmes showed that Nepali teachers are in want of TL opportunities. The findings suggest that teacher education should foster Critical Consciousness in teachers so that they can develop the ability in their students to analyse, pose questions, and take action on the diverse social, political, cultural, and economic contexts that influence and shape their lives. Moreover, the community of practice among the emerging transformative education practitioners should grow in focus from critical self-reflection to include an emphasis on promoting a contemplative mode of teaching and learning, which will offer an effective pedagogic model to nurture transformative learning in teacher education.
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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 (May 19, 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 eletrônico aplicado aos sujeitos. Os resultados da pesquisa indicam: a) mudanças na maneira como os mestrandos passaram a entender a prática pedagógica que desenvolvem; b) aprendizagens relacionadas com a produção de narrativas digitais e com sua aplicação recontextualizada em diferentes disciplinas ministradas pelos mestrandos; c) percepção, pelos sujeitos, do potencial educacional das narrativas digitais.Palavras-chave: Tecnologias educacionais; Aprendizagem; Prática pedagógica; Ensino de Ciências. ABSTRACTTraining teachers to integrate technology into the curriculum in different educational contexts was the focus of this study, which aimed to understand how the development of digital narratives contributed to this training. Educators investigated were master’s students of a Graduate Program in Science Teaching at a Brazilian public university and were also classroom teachers in various educational levels. The learning strategy was based on the development of digital narratives. The data in this research were collected through an electronic questionnaire administered to the subjects. The results indicate: a) changes in the way the graduate students came to understand the pedagogical practice that they developed; b) learning related to the production of digital narratives and its recontextualized application in different subjects taught by the students; c) perception, by the subject, of the digital narratives’ educational potential.Keywords: Educational technologies; Learning; Teaching practice; Science education
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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 (December 31, 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 important dimension of the information flow between the school and its surrounding environment. We follow a narrative approach aiming at grasping the temporal dimension of teachers’ experience related to interacting with parents. Findings from this study indicate that teachers play an important role in sensing educational challenges and reaching out for a collaboration. However, although they gain access to valuable information regarding students’ background and social environment, several organizational factors restrain internal knowledge-sharing and communication about innovative practices. Teachers’ narratives depict learning on an individual level, but organizational barriers in the form of negative feedback loops for knowledge-sharing at the organizational level. This study recommends facilitating adaptive processes deriving from PTC. This demands positive feedback loops that facilitate behavioral variation, open communication, and thereby the exploration of innovative practices.
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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 (January 18, 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 highly than students with greater variation from MAE for fictional narratives, but not for personal narratives. Personal narratives tended to be evaluated more favorably by parents than teachers. Black raters tended to assign higher ratings of narrative quality than did White raters. Thematic analysis and conversation analysis of qualitative interviews supported quantitative findings and provided pertinent information about participants' beliefs. Conclusion Taken together, quantitative and qualitative results point to a shared language ideology among adult raters of variation from MAE being more acceptable in informal contexts, such as telling a story of personal experience, and less acceptable in more formal contexts, such as narrating a fictional story prompted by a picture sequence.
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Rhem, James. "Teacher's Narratives Confront Students as Learners." National Teaching & Learning Forum 24, no. 1 (December 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 (January 3, 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 obtained through the assessment of the response sheet teacher and students. The effectiveness of the activity seen from the students, assessment processes and results of narrative writing students. Based on the results of test validity, practicalities, and effectiveness of the materials obtained a valid, practical, and effective, as well as being able to enhance the narrative writing skills of students. It can be concluded that the materials to write a narrative using Guided Writing developed can be used in learning to write narratives in class V primary school.
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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 (November 2, 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 of the field of (auto) biographical narratives in Brazil; understand the movement of professional teaching training mediated by the narrative writings of themselves, as well as reflect on the contributions of the (self) biographical narratives written in the process of teacher training and professional development. The theoretical-epistemological foundation of this text is based on the principles of the narrative (auto) biographical approach to which we are researchers in this area. The results of the study reveal that the challenge posed in the process of teacher training in the context of a narrative pedagogy, is the adoption of methodological devices in pedagogical practice by teacher trainers, with the use of narrative writings of themselves, which can be undertaken by the trainer himself, in dialogue with students in training, so that they create a culture of writing, and can contribute to their formative process by building knowledge and knowledge necessary for the profession that will accompany them, including, in the professional development of teachers when they are working in the area.
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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 (September 1, 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 reader in their worlds.Several individuals are twice-diverse given both ethnicity and disability or language. This added component of a second diverse aspect in their lives makes these stories particularly compelling. Narrative ethnography is a powerful authentic way to unmask the faces behind the façade and discover individuals’ personal, evolving realities, so teachers and professors can maximize student potential.
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Tomšič Amon, Bea. "Interdisciplinary Connections through Transmedia Narratives in Art Education." Center for Educational Policy Studies Journal 10, no. 4 (December 22, 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 chooses certain relevant contents, and connects them, striving for an interdisciplinary view of the world that makes sense and gives sense to his/her explanations, all in an attempt to motivate students in their approach to knowledge. This article presents research in which the participants, future art teachers, had to answer a questionnaire that required comparing artistic compositions and compositions present in nature. Almost half of them could not find proper examples, even though the participants were students who should have been able to manage contents from both fields. Understanding how art follows nature is an important goal within the education of future art teachers. Difficulty in connecting data, transferring knowledge, giving meaning to images and understanding visual and verbal discourse seem to be a persistent problem in many aspects of their education. Possible strategies to improve the situation using transmedia narratives are presented in the conclusion.
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Cahyono, Setyo Prasiyanto, and Inggy Yuliani Pribady. "Scaffolding in Narrative Learning: Appraisal Analysis in Teachers’ Talk." TEKNOSASTIK 18, no. 1 (January 30, 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 elements in teacher’s talk. The findings of this study depict that in teaching the students, the teacher uses different kinds of engagement systems of heterogloss (contract and expand) to take particular stance to mediate the students with teaching materials. The heterogloss is also used to guide the students in exploring the learning materials. Practically, the result of the study is beneficial for the EFL teachers as a reference in teaching narrative texts.
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Holdhus, Kari. "When Students Teach Creativities: Exploring Student Reports on Creative Teaching." Qualitative Inquiry 25, no. 7 (October 12, 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 question is What characterizes student teachers’ reports on designs and choices when facilitating creative learning processes, and which interpretations and reflections do these reports evoke within their teacher? In comparing student papers, I have conceptualized their common features into the following concepts: context, skills, design, and trust. Within the text, each of these concepts is addressed through example narratives extracted from the student reports. I conclude that a combination of aspects from each of the four concepts can be said to construct a liminal room of immersion.
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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 (June 8, 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 the researcher herself as she also involved in the teaching ESP. The study has revealed that the identity construction of ESP teachers is mainly built through two dimensions: students-related challenge and institutional challenge. To deal with students, teachers are no more as the primary source to knowledge; meanwhile, it is highly possible that students have more understanding than the teachers. To deal with institutional challenge, developing general English curriculum into more specific purposes is demanding for teachers. In addition, teaching ESP for more than one major in a semester adds to its complexity.
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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 (June 8, 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 the researcher herself as she also involved in the teaching ESP. The study has revealed that the identity construction of ESP teachers is mainly built through two dimensions: students-related challenge and institutional challenge. To deal with students, teachers are no more as the primary source to knowledge; meanwhile, it is highly possible that students have more understanding than the teachers. To deal with institutional challenge, developing general English curriculum into more specific purposes is demanding for teachers. In addition, teaching ESP for more than one major in a semester adds to its complexity.
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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 (May 17, 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 experiences in a culturally and linguistically unfamiliar environment with other children and teachers in a new country.In this study, we focus mainly on three teachers who are Japanese descent and their support of Japanese immigrant students. Findings from this study suggest that the three teachers used their funds of knowledge (González, Moll, & Amanti, 2005) as immigrants and immigrant teachers to support their Japanese immigrant students in the following three categories: building interpersonal connections, cross-cultural mediation, and nurturing identity development in the context of hybridity and wholeness.
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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 (December 20, 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, the most suitable teaching methods and the possibilities to make lessons interesting. The survey of teachers of different schools in Latvia regarding their students’ learning motivation was carried out. The data from 482 teachers’ answers were analysed. The results of the research showed that the majority of surveyed teachers consider that learning motivation of Latvia students has decreased during the last few years. Teachers point out several factors, which do not allow students to reach high learning outcomes, the most important of them are: the inability of students to link career and success with learning and lack of life goals; inability of students to concentrate attention during lessons; indisposition of students to do homework. The teachers consider laboratory works, discussions, project works, group works and teacher’s presentations and narrative of new material as the most suitable teaching methods. Teachers consider that the most important personality trait of teachers and learning motivation for students to improve their skills is the teacher’s ability to teach the subject in an interesting way. Teachers believe that lessons can be made interesting if modern technologies and teaching methods are used during lessons and when the teacher is able to connect the subject with real life.