Pre-service teachers’ future professional self-understanding: a reception study through teachers’ digital stories

Emotions and digital storytelling in the educational context: A systematic review

“…In addition, the audience studies in this review are mostly carried out with qualitative case study methodologies. However, in the literature, audience studies are carried out with reception methodologies (Çıralı Sarıca & Usluel, 2022; Hermes, 2006; Jensen, 2002; Straiger, 2005; Yoo & Buzinde, 2012). It is noteworthy that reception methodology was not used in any of the DS‐audience‐focused studies in this review.…”

“…DST is a pedagogical method that enables students to learn with and from each other, facilitates students' emotional sharing, and enables them to see each other (Byman et al, 2022; Gachago et al, 2015; Stewart & Gachago, 2016). The collaborative work through DST allows students to obtain more positive emotional experiences and better learning outcomes (Liu et al, 2018) during the DST workshop, and the incidents told in DSs impact and change learners' emotions, thoughts, understandings and actions (Çıralı Sarıca & Usluel, 2022; Thompson Long & Hall, 2018).…”

A qualitative study: expanding preservice teacher perspectives on the possibilities of schooling through engagement with nontraditional and progressive learning environments

“…An administrator mentioned the importance of field experiences for teaching and learning and said, "field experiences allow our students to engage in the school programs that provide a variety of learning environments." The literature indicated that nontraditional and progressive learning environments, allows teachers to explore new strategies, empower innovative methods and promote student achievement in all types of learners (Cirali Sarıca & Usluel, 2021;Harris et al, 2013;Wolpert-Gawron, 2015, 17).…”