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Journal articles on the topic 'Teacher stories'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Clandinin, D. Jean, and F. Michael Connelly. "Teachers' Professional Knowledge Landscapes: Teacher Stories. Stories of Teachers. School Stories. Stories of Schools." Educational Researcher 25, no. 3 (1996): 24. http://dx.doi.org/10.2307/1176665.

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2

Clandinin, D. Jean, and F. Michael Connelly. "Teachers' Professional Knowledge Landscapes: Teacher Stories––Stories of Teachers––School Stories––Stories of Schools." Educational Researcher 25, no. 3 (1996): 24–30. http://dx.doi.org/10.3102/0013189x025003024.

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3

Kastberg, Signe E., Elizabeth Suazo-Flores, and Sue Ellen Richardson. "Mathematics educator teacher stories." Revista Brasileira de Pesquisa (Auto)biográfica 4, no. 10 (2019): 48. http://dx.doi.org/10.31892/rbpab2525-426x.2019.v4.n10.p48-67.

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Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways t

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4

Pinnegar, Stefinee, Eliza Pinnegar, and Celina Dulude Lay. "Using Story to Understand Teacher Knowledge." LEARNing Landscapes 11, no. 2 (2018): 55–60. http://dx.doi.org/10.36510/learnland.v11i2.946.

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The knowledge preservice teachers bring is experiential, grounded in stories they’ve lived and told. Because of the way story captures experience, it’s valuable in the learning-to-teach process. In this commentary, we return to narrative research we completed to consider the stories preservice teachers tell in learning to teach. We explore what we know about teaching from stories we’ve told and consider how story positions teacher educators. These explorations provide narrative insights that guide us in developing stronger teachers. These stories allow us to build on teacher knowledge as well

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Maolida, Elis Homsini, Didi Suherdi, Sri Setyarini, and Asep Suparman. "PEDAFICTION AND REFLECTION: FAMILIARIZING INDONESIAN EFL PRE-SERVICE TEACHERS WITH TEACHER COMPETENCE THROUGH STORIES." International Journal of Education 17, no. 1 (2024): 9–18. http://dx.doi.org/10.17509/ije.v17i1.50019.

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Numerous studies have highlighted the need for competent teachers in today’s classrooms. Many suggest that to meet this demand, the preparation should be stipulated at the pre-service level so, when the graduates become in-service teachers, they are already well-prepared to meet the requirements of competent teachers. This study explores the use of pedafiction stories and reflection to familiarize EFL pre-service teachers with teacher competence. The data were obtained from observation, focus group interviews and reflection papers to be analyzed by using thematic analysis (Braun Clarke, 2022).

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Kastberg, Signe, Elizabeth Flores, and Sue Richardson. "MATHEMATICS EDUCATOR TEACHER STORIES." Revista Brasileira de Pesquisa (Auto)Biográfica 4, no. 10 (2019): 48–67. http://dx.doi.org/10.31892/rbpab2525-426x.2019.v04.n10.p48-67.

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Bennett, Cathryn. "Corpus literacy development: Three teachers' stories." Language Learning & Technology 29, no. 1 (2025): 1. https://doi.org/10.64152/10125/73632.

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Corpus and applied linguists have reported on the benefits that teachers gain from teaching with language corpora as early as the 1990s; however, recent studies confirm that few teachers use corpora in their classrooms. In attempts to change this reality, some researchers have called for corpus literacy training programmes to guide teachers in using corpora/corpus tools to design their typical classroom tasks. A training programme was built around this idea. This paper outlines three teachers’ corpus literacy development during the training programme: a teacher with previous experience teachin

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8

Bush, William S., and Ann Fiala. "Problem Stories: A New Twist on Problem Posing." Arithmetic Teacher 34, no. 4 (1986): 6–9. http://dx.doi.org/10.5951/at.34.4.0006.

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Problem solving has become the focus of the '80s. The Arithmetic Teacher and the Mathematics Teacher are full of article on problem solving; conference for mathematic teacher overflow with essions on problem solving; and more and more teachers of mathematics are jumping on the problem-solving bandwagon. If you are one of these teachers, this article should interest you.

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9

Rosen, Tracy. "Storytelling in Teacher Professional Development." LEARNing Landscapes 11, no. 2 (2018): 303–18. http://dx.doi.org/10.36510/learnland.v11i2.964.

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Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. “Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit dimensions” (Swap, Leonard, Shields, & Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in profession

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Barkuizen, Gary. "Language Teacher Mindset and Teacher Identity." Language Teacher 47, no. 5 (2023): 6–7. http://dx.doi.org/10.37546/jalttlt47.5-1.

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Teacher identity refers to how teachers see themselves as teachers and how others see them as teachers. A teacher growth mindset refers to a teacher’s belief system that sees professional learning as a possibility, even in the face of challenges and disruptions. In this presentation, I outline what teacher identity means, and why it is important for teachers to know about their changing identities in the contexts in which they work. I also suggest narrative ways of exploring those identities – that is, to generate and understand teachers’ identity stories. I then briefly describe what mindsets

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Oktaviana, Gina Oktaviana, Sumardi Sumardi Sumardi, and Endang Setyaningsih Setyaningsih. "Integrating Short Stories into English Language Teaching: What English Teacher Educators Say about It?" AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (2022): 6851–64. http://dx.doi.org/10.35445/alishlah.v14i4.2172.

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Although prior studies have shown the pedagogical potential of short stories in language learning, only a few studies have investigated English teacher educators' perceptions and experiences with short stories in initial language teacher education courses. This narrative study aims to investigate how short stories are integrated into English language teaching in a teaching education institution. Empirical data were gathered through semi-structured interviews with three English teacher educators. This study used member-checking to ensure the validity of the data. Four steps were used to analyze

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12

Farrell, Joseph P. "Academic Stories, Teacher Stories, and the Missing Learners." Curriculum Inquiry 27, no. 4 (1997): 387–90. http://dx.doi.org/10.1111/0362-6784.00061.

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Farrell, Joseph P. "Academic Stories, Teacher Stories, and the Missing Learners." Curriculum Inquiry 27, no. 4 (1997): 387–90. http://dx.doi.org/10.1080/03626784.1997.11075499.

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Yoo, Kyung-eun. "An Autobiographical Narrative Inquiry into a Public Secondary School Teacher's Experience of IB Teacher Training: Embracing a New Teacher Identity." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 1 (2025): 863–80. https://doi.org/10.22251/jlcci.2025.25.1.863.

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Objectives This study aimed to explore autobiographically the IB training experiences of a public secondary school teacher, analyzing the transformation of the researcher’s personal practical knowledge (PPK) and the establishment of a new professional identity. Methods To achieve this, a qualitative research method, specifically autobiographical narrative inquiry, was employed. The collected data included materials related to the ‘1st International Baccalaureate (IB) Certified Professional Instructor Training’ organized by the Gyeonggi Provincial Office of Education in 2023, as well as past di

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Fauziah, Kholifatul, and Cahyo Setiadi Ramadhan. "Pemberdayaan Guru PAUD dalam Penulisan dan Penerbitan Buku Cerita Anak." Jurnal Surya Masyarakat 5, no. 1 (2022): 87. http://dx.doi.org/10.26714/jsm.5.1.2022.87-94.

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This community service program is aimed at (1) improving teacher skills in designing fiction scripts in the form of making children's story books, (2) increasing the positive reputation of the teacher education institution concerned through increasing teacher expertise, the work produced and related positive publications in the mass media, and (3) increasing the intellectual property owned by the teacher in question himself. The participants of this activity were PAUD KB KB teachers 'Aisyiyah Surya Melati, Brajan, Tamantirto, Kasihan, Bantul. Preliminary studies through observation showed that

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Downey, C. Aiden, Lee Schaefer, and D. Jean Clandinin. "Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers." LEARNing Landscapes 8, no. 1 (2014): 15–20. http://dx.doi.org/10.36510/learnland.v8i1.669.

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Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal a

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McPhie, Judith. "Teachers' Stories of Experience Guide Collaboration in Teacher Education." Canadian Journal of Education / Revue canadienne de l'éducation 20, no. 2 (1995): 181. http://dx.doi.org/10.2307/1495276.

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Zeek, Catherine, Martha Foote, and Carole Walker. "Teacher Stories and Transactional Inquiry." Journal of Teacher Education 52, no. 5 (2001): 377–85. http://dx.doi.org/10.1177/0022487101052005004.

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Whyte, Kristin Lyn. "“They Come from Chaos:” Considering the Power of Stories in Home-School Relationships." Journal of Family Diversity in Education 1, no. 4 (2015): 86–105. http://dx.doi.org/10.53956/jfde.2015.58.

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Complex depictions of home-school relationships examine the often-present gap between teacher perceptions and the lived experiences of families. One way to address this gap in understanding is by constructing narratives that detail the nuances of families’ involvement, countering potential misperceptions and narrow views. In addition to using tools such as counter-narrative to speak-back to deficit-laden stories told about marginalized families, researchers must also attempt to deeply understand all stories in order to think through what teachers’ stories mean for how they understand their wor

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Yansyah, Yansyah, Lita Ariani, and Jamiatul Hamidah. "Incorporating Character Education And Bilingual Literacy Into Early Childhood Classroom: Practical Ideas." International Social Sciences and Humanities 2, no. 1 (2022): 335–42. http://dx.doi.org/10.32528/issh.v2i1.210.

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Character education and literacy becomes prominent issue in today’s education and it is suggested to be taught earlier. Since children have unique characteristics in learning, specific methods and media are frequently required to make them engage during the lesson. This article attempts to elaborate practical ideas for classroom practice for the inclusion of character education and bilingual literacy by using bilingual big book. Bilingual big book here refers to a big book with pictures created by the teachers. It uses teacher-made stories delivered in two languages: Bahasa Indonesia and Engli

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21

Botha, Carolina S. "Turning Windows into Mirrors: Digital Stories as a Teaching Strategy to Explore the Apprenticeship of Observation in Pre-Service Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 11 (2021): 1–16. http://dx.doi.org/10.26803/ijlter.20.11.1.

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This article shares the critical reflections of a teacher educator who utilised digital stories as a teaching strategy in a professional development module for final-year pre-service teachers. Action research, through a participatory narrative inquiry approach, was employed, and data were gathered from digital stories, scripts, and reflective essays. The findings suggest that a platform was created for students to collaboratively share their perceptions, beliefs, and memories regarding teaching as a profession and to reflect on the impact that this lived experience had on their developing prof

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22

Aristanti, Suci, Mochamad Nursalim, and Siti Masitoh. "Educational Philosophy: Reflections on the Teacher's Personality in the Story of the Prophet Ibrahim AS in the Qur'an." Continuous Education: Journal of Science and Research 4, no. 3 (2023): 23–36. http://dx.doi.org/10.51178/ce.v4i3.1663.

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Teacher personality is one side that always be in the spotlight, teachers become good role model for students or for society. Teachers should be able to keep themselves by maintaining their professionalism safely, wisely, so that people and learners are easier to imitate teachers who have a whole personality and not a split personality. The researcher studied the stories in the Qur'an about the stories of the prophet Ibrahim AS as well as relating to existing educational theories. Researcher argued that it would be good if trying to find the profile of teacher personality in the Qur'an, becaus

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Ranto Rozak, Refi, Mursid Saleh, Dwi Anggani Linggar Bharati, and Djoko Sutopo. "Student Teachers’ Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening." Arab World English Journal 12, no. 1 (2021): 458–79. http://dx.doi.org/10.24093/awej/vol12no1.30.

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This article reports the use of similar news stories in narrow listening in an Extensive Listening course to promote student teachers’ listening fluency in an Indonesian initial teacher education context. This study was to investigate: (1) What is the patterns of interaction of Indonesian student teachers of English regarding their listening fluency when exposed to slow, moderately slow, and normal speech level texts?; and (2) What are the challenges and opportunities of promoting listening fluency through narrow listening using news stories in an Extensive Listening course? The aims of this a

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Reccion, Fina-Zenia. "The Life Stories of Teacher Leaders: A Qualitative Content Analysis." Studies in Technology and Education 2, no. 1 (2023): 1–9. http://dx.doi.org/10.55687/ste.v2i2.48.

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The teacher leader creates a path through which the students achieve their valued outcomes (high education performance). The qualitative content analysis was used in the investigation. The application of correct inference and interpretation in qualitative content analysis allows for the raw data into manageable themes. 10 participants were recruited in the study. Each interview conducted in their own office in the school. Semi-structured interviews were done based on the general questions asked with the key informants. This set of interview guides were evaluated twice by two experts in qualita

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LeBlanc, Natalie, and Rita L. Irwin. "Teachers Storying Themselves Into Teaching: Comics as an Emergent and Relational Form of Research." LEARNing Landscapes 11, no. 2 (2018): 223–39. http://dx.doi.org/10.36510/learnland.v11i2.959.

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In this article, we explore two comics that were produced in a province-wide teacher mentorship initiative in British Columbia, Canada. Comics-based research, undertaken through a collaborative approach, underscores the potential for this kind of research to highlight teacher stories and methodologically engage in an artistic collaboration within a research team. We use this opportunity to discuss how the mentoring project brought to our awareness the importance of sharing teachers’ stories among peers, as teachers came together to study their professional practices.

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Yuliyana, Yuliyana. "THE IDENTITY CONSTRUCTION OF NEWCOMER TEACHERS IN ENGLISH EDUCATION THROUGH REFLECTIVE WRITING." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (2019): 148–54. http://dx.doi.org/10.21009/bahtera.182.04.

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ABSTRACT This study explores teacher identity among four newcomer teachers who are taking their master degree in English education. Specifically, it engages a holistic perspective to research the connection between personal and professional life experiences that shaped their teacher identity. This study tries to look into to what extent the teacher identity is constructed during English education master program. The researcher gathered reflection writing from the participants about their life stories, journey, and their motivation of continuing study. Their institution and formal courses

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27

Clarkson, Mary Cervantes. "Teacher Stories and Teaching Wisdom for Teachers: A Selected Bibliography." Journal of Teacher Education 50, no. 3 (1999): 220–30. http://dx.doi.org/10.1177/002248719905000308.

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Schaefer, Lee, and D. Jean Clandinin. "Sustaining teachers’ stories to live by: implications for teacher education." Teachers and Teaching 25, no. 1 (2018): 54–68. http://dx.doi.org/10.1080/13540602.2018.1532407.

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Pushor, Debbie. "Teachers’ Narrative Understandings of Parents: Living and Reliving “Possible Lives” as Professionals." Journal of Family Diversity in Education 1, no. 1 (2014): 40–57. http://dx.doi.org/10.53956/jfde.2014.22.

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In this article, I explore aspects of a narrative inquiry with former teacher candidates to understand how living out a curriculum of parents (Pushor, 2011; Pushor, 2013) in their university coursework deepened their knowledge and prompted questions about discourses and representations of parents and families. I focus on two former teacher candidates, Cat and Carly, who tell stories of their experiences within a curriculum of parents and then subsequently as teachers. I explore the “possible lives” (Bruner, 1987/2004) they imagine for themselves as teachers and what teacher “life narratives” (

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Olson, Margaret R., and Cheryl J. Craig. "“Small” Stories and Meganarratives: Accountability in Balance." Teachers College Record: The Voice of Scholarship in Education 111, no. 2 (2009): 547–72. http://dx.doi.org/10.1177/016146810911100201.

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Background/Context Meganarratives, or “grand stories,” are composed of loosely held ideas about standardization, the rhetoric of education for all, the focus on individual success, and the appearance of representative diversity that rarely take into account human diversity embedded in deeply rooted value systems and authentically present in “the realm of face-to-face relationships.” Purpose/Objective/Research/Question/Focus of Study In this article, we offer atypical, noncanonical “small” stories as accounts of ways in which teachers and students live in small moments of diversity unseen and u

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West, Kim, Amanda Lane, and Madison Libby. "Chapter 6." Narrative Works 9, no. 1 (2020): 110–18. http://dx.doi.org/10.7202/1068126ar.

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In this chapter, participants from the Courage and Moral Choice Project share personal essays about their experiences with the project. Teachers describe the ways in which they sought to connect the stories of moral courage with a deepened awareness of the needs and challenges in the school and wider community. One teacher described the stories as “reminders” that courage and goodness exist in the world, a world often filled with stories of despair. Another teacher, who was once described as an “at risk” student herself, also noted that the stories provide a perspective of hope. One student de

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MacDonald, Margaret, and Cher Hill. "The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum." LEARNing Landscapes 11, no. 2 (2018): 271–86. http://dx.doi.org/10.36510/learnland.v11i2.962.

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Using interpretive research methods, this paper examines the use of pedagogical documentation (PD) as a storied method of assessment and inquiry by in-service K-3 teachers. Our findings show that PD is highly effective in opening “reflective space” for primary teachers and children aged five to eight and inviting co-inquiry to deeper pedagogical examination and interpretation of learning. The intersection of PD as a storied approach to evaluation and in teacher inquiry was implemented in a variety of ways as teachers adapted PD to meet their communal needs and address their professional goals.

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Alencar, Edvonete Souza de, Danilo Diaz-Levicoy, and Maria Rosana Soares. "One, two, three." Zetetike 29 (December 31, 2021): e021030. http://dx.doi.org/10.20396/zet.v29i00.8661779.

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Over the last few years, there have been many discussions about teacher training, especially in regards to further education. Thus, this article presents partial data from the project “Creation of children's literature stories for the teaching of Mathematics”. It also presents an analysis of continuing educations for teachers from the early years of Elementary School. Our goal was to identify the knowledge of teachers from the early years of Elementary School in the process of creating stories for teaching the decimal numeral system. We used the Design Experiment methodology, and the theoretic

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Jensen, Julie M. "Broad Shoulders and Big Issues: Council Leaders Tell Their Stories." English Journal 89, no. 3 (2000): 97–103. http://dx.doi.org/10.58680/ej2000552.

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Offers brief excerpts from oral history interviews with eight National Council of Teachers of English leaders on a variety of topics, including: formative years; becoming interested in teaching; experiences as a beginning teacher; teaching writing; being an African American teacher; literature and humanness.

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Noddings, Nel. "Stories and Affect in Teacher Education." Cambridge Journal of Education 26, no. 3 (1996): 435–47. http://dx.doi.org/10.1080/0305764960260311.

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Beattie, Mary, and Carola Conle. "Teacher Narrative, Fragile Stories and Change." Asia-Pacific Journal of Teacher Education 24, no. 3 (1996): 309–26. http://dx.doi.org/10.1080/1359866960240308.

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Harper, Helen. "Interpreting Teacher Practice: Two Continuing Stories." Journal of Educational Thought / Revue de la Pensée Educative 34, no. 1 (2018): 93–96. http://dx.doi.org/10.55016/ojs/jet.v34i1.52617.

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Craig, Cheryl J. "Telling Stories: Accessing Beginning Teacher Knowledge." Teaching Education 9, no. 1 (1997): 61–68. http://dx.doi.org/10.1080/1047621970090109.

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Hezam, Abdulrahman Mokbel Mahyoub, and Abdulelah Alkhateeb. "Short Stories and AI Tools: An Exploratory Study." Theory and Practice in Language Studies 14, no. 7 (2024): 2053–62. http://dx.doi.org/10.17507/tpls.1407.12.

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This study investigated the integration of artificial intelligence (AI) tools in teaching literature, specifically focusing on short stories. An online survey of literature teachers was used, in which 40 literature teachers from different Saudi universities participated. The survey results indicated that literature teachers recognized the potential benefits of AI tools, including personalized learning experiences and increased student engagement. Teachers believed that AI tools could improve learning outcomes by enhancing students' comprehension of literary techniques and devices. However, the

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Widyastuti, Ana. "THE USE OF STORYTELLING METHOD TO IMPROVE STUDENTS' ABILITY IN WRITING STORIES AND TEACHER’S ABILITY IN TELLING STORIES." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 2 (2020): 133–46. http://dx.doi.org/10.30998/jh.v3i2.226.

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Abstract: This study is to improve children's story writing skills and to tell stories using the method of attracting kindergarten teachers in Depok city. This research is a form of methods classroom action research. The research subjects are kindergarten teacher in Limo and Cinere sub-district is 20 people.The research object is children's story writing skill and teacher performance telling story with interesting method of creative media. Data collection method using method of test, observation, and documentation Data analysis technique that is quantitative and qualitative technique by findin

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Dea Febrianti, Muhiddinur Kamal, Junaidi Junaidi, and M. Arif. "Upaya Guru Kelas dalam Menanamkan Pendidikan Karakter Jujur Melalui Metode Bercerita di TK Kemala Bhayangkari Muara Bungo." Concept: Journal of Social Humanities and Education 2, no. 4 (2023): 62–69. http://dx.doi.org/10.55606/concept.v2i4.740.

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This research is motivated by several problems that the author found at the Bhayangkari Muara Bungo Kindergarten, students often lie, every time they say a word, many children don't want to be honest, and also lie, if asked, many also answer by lying, children don't want to admit their mistakes, because children are afraid of being scolded. and are afraid of being punished by the teacher, therefore children are afraid to be more open or honest. The purpose of this research is to find out how class teachers try to instill honest character education through the method of telling stories to child

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Salo, Petri, Mattias Nylund, and Ingrid Henning Loeb. "Vad är väsentligt för att lyckas i arbetet som yrkeslärare? En studie av yrkeslärarstudenters berättelser." Nordic Journal of Vocational Education and Training 14, no. 4 (2024): 72–99. https://doi.org/10.3384/njvet.2242-458x.2414472.

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This article explores VET teacher students’ understanding of success and failure in VET teachers work. A theory-driven analysis, employing the theory of practice architectures is used for analysis of empathy-based stories from VET teacher students in Sweden and Finland. This approach, with its focus on practices and practice architectures, complements earlier research. The focus on complex and inter-related practices reaches beyond research themes such as competence, identity, and structural factors, and offers a multifaceted understanding of VET teachers’ work. The theory of practice architec

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Seiki, Sumer. "Sound Stories Cultivate Historic Empathy in Teachers and Students." LEARNing Landscapes 6, no. 1 (2012): 373–88. http://dx.doi.org/10.36510/learnland.v6i1.592.

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With the increased demand for culturally and linguistically relevant teaching, this paper explores the use of sound stories to cultivate empathetic understanding in undergraduate preservice teachers. I inquiry into the process of creating, writing, and performing a sound story about my family’s American Japanese imprisonment experience to better understand this teaching method and adapt it for teacher education. The inquiry reveals counter stories of agency and resistance, as well as a powerful and creative teaching tool for increasing empathy in both the teacher and students.

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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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Vail, Kathleen. "One good thing, one day at a time: A conversation with Rebecka Peterson." Phi Delta Kappan 105, no. 1 (2023): 8–12. http://dx.doi.org/10.1177/00317217231197468.

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The 2023 National Teacher of the Year Rebecka Peterson is a high school math teacher in Tulsa, Oklahoma. Union High School serves more than 3,000 students, 72% of whom qualify for free and reduced-price lunch, and 62 languages are represented. Peterson, an immigrant to the U.S. whose parents were medical missionaries, builds trust in her classroom through stories—her stories and those of her students. During her first year of teaching, she discovered the “One Good Thing” blog founded by math teachers. It encouraged teachers to post their own stories of good things that happened during the day.

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Naimanbaev, Almas, Darikha A. Satemirova, Tamaev Alpysbay, Salamatova Rakhat, Baltabay Abdigazievich, and Aliya Nazarova. "Teaching Kazakh novels with electronic book applications; Teacher and student opinions." Cypriot Journal of Educational Sciences 16, no. 5 (2021): 2808–18. http://dx.doi.org/10.18844/cjes.v16i5.6369.

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Changes in the understanding of Education have led to the emergence of new approaches to teaching, strategies for teaching teachers, tools, methods and techniques. The purpose of this study is to evaluate the preparation of Kazakh novels for a book with electronic additions from the point of view of teachers and students. This study is based on high-quality research models, real scientific models. To collect data, the researcher created a semi-structured type of interview with the teacher and a semi-structured type of interview with the student. Study participants include 25 literature teacher

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Torres, J. T., and John Lupinacci. "“You Gotta here these Stories”: An Ecocritical Analysis of mother!" International Journal of Critical Media Literacy 2, no. 2 (2021): 174–91. http://dx.doi.org/10.1163/25900110-02020003.

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Abstract By sharing the experiences of two teacher educators, this article interrogates a tendency in ecojustice education to position humans-as-saviors in climate crisis narratives. The authors postulate the use of film—specifically, Darren Aronofsky’s (2017) mother!—to facilitate the complex process of a critical ontology that decenters humans in stories of ecological relationality. The authors ask: How might we use film to disrupt the ways future teachers are commonly positioned as protagonists in the human-as-savior narrative? How might teachers be positioned to promote Holland, Lachiocott

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Asumpta Weda Sogen, Maria, Vinsensius C. Lemba, Sirilus Karolus Keroponama Keban, and Sirilus Karolus Keroponama Keban. "Analisis Pendekatan Kontekstual dalam Pembelajaran Menulis Cerita Pendek Siswa Kelas VII SMP Negeri Satu Atap Riangpuho." Social Science Academic 1, no. 2 (2023): 259–72. http://dx.doi.org/10.37680/ssa.v1i2.3545.

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This study aims to provide an overview and explanation of (1) the contextual approach used by the teacher in learning to write short stories, (2) the factors that influence the teacher's success in analyzing contextual approaches, especially learning short stories and (3) the results achieved from applying this approach this contextual. The subjects of this study were Indonesian teachers and Grade VII students of One Roof Public Middle School Riangpuho and the object of the study was short story learning using a contextual approach. Data collection methods used are observation, interviews and

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White, Amanda, and Shelley Stagg Peterson. "Young children co-constructing stories with teachers." Early Childhood Folio 26, no. 2 (2022): 13–19. http://dx.doi.org/10.18296/ecf.1110.

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Children’s story experiences are foundational to their social, emotional, and communication development. Viewed through a sociocultural lens, variability in the ways children and teachers interact during stories across diverse learning contexts is expected. This article explores the social and cultural knowledge demonstrated by children of different ages as they co-construct meaning multimodally during stories with teachers across two early childhood educational settings, in Canada and New Zealand. Teachers’ gestures, gaze, questions, and verbal and non-verbal affirmations centred on themes, c

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Natsir, Nasrah. "TEACHER LEADERSHIP IN THE LABORATORY IN DEVELOPING STUDENTS' DISCIPLINE AND CREATIVE CHARACTER." Journal of Millennial Community 6, no. 2 (2024): 64–73. https://doi.org/10.24114/jmic.v6i2.60526.

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The aim of this research is to find out (1) how teacher leadership develops students' disciplined character through learning in the laboratory, (2) how teacher leadership develops students' creative character through learning in the laboratory. This research uses a qualitative descriptive approach, namely to understand the meaning behind visible learning activities, to understand the interaction of teachers and students, to understand the feelings of teachers and students, to develop theories, and to ensure the truth of the data. Data was collected using observation study methods, interviews,

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