iResilience of science pre-service teachers through digital storytelling

Abstract

We live in a multimodal world where communication enabled by digital media supports the expression of ideas, opinions, instructions and experiences in a variety of formats that empower the individual to convey thoughts and emotions persuasively. In education, digital storytelling as a pedagogical strategy can be embedded in student-generated videos of narratives of personal learning experiences or in teacher-constructed stories that inform or instruct. The aim of this qualitative research was to investigate how a group of science preservice teachers created digital stories to elicit resiliency (risk and protective factors) during their teaching practicum and how their peers responded to the digital stories, uploaded and shared on VoiceThread. The results showed that the digital stories were able to convey thinking and emotions successfully at a deeper level. A range of issues (risk factors) and strategies (protective factors) to overcome them could be identified in the digital stories. As reducing the risk of attrition in teachers' early professional careers is important for maintaining teacher numbers and quality in teaching, this research is significant in understanding how pre-service teachers view resiliency in their education. Digital stories are able to provide teacher educators and researchers with richer data for this purpose.

An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education

“…Storytelling is a fundamental tool for handing down knowledge, beliefs, history and traditions to future generations (Smeda, Dakich & Sharda, 2014;Suwardy, Pan, & Seow, 2012). They indeed are effective means of simplifying the complex issues while teaching as well (Ng & Nicholas, 2015). In addition to personating the imaginary worlds of children, stories improve reading, speaking, listening and writing skills along with lexical development in first and second language education (Ciğerci & Gultekin, 2017).…”

Digital media and storytelling in higher education

“…In addition, the DST students scored higher results on tests of self-efficacy and motivation (Yang & Wu, 2012). Ng and Nicholas (2015) include components of self-efficacy in their framework of competencies for the teaching profession. Self-efficacious teachers are seen as those who view themselves as competent and confident, and believe that they can control pedagogical situations.…”

“…Australian trainers used DST to prepare pre-service teachers for real-life teaching situations, developing resilience and providing them with a set of examples of risk situations, as well as strategies for coping and protection (Ng & Nicholas, 2015).Students can also experience how DST can be used to process subject content. It can be applied to healthy lifestyle education, environmental awareness (Kasné Havas, 2017), and to discuss moral dilemmas (Lanszki, 2015b).…”

Digitális média és történetmesélés a felsőoktatásban

“…Ausztrál oktatóknak az volt a céljuk, hogy a DST segítségével felkészítsék a tanár¬ jelölteket valós tanítási szituációkra. A hallgatók rezilienciáját fejlesztették azáltal, hogy a digitális történetek segítségével szert tettek egy iskolai rizikóhelyzetekből álló példakészletre, melynek részét képezték megoldási és védekezési stratégiák is (Ng & Nicholas, 2015).…”