Teachers' narratives: A source for exploring the influences of teachers' significant life experiences on their dispositions and teaching practices

Altan, Servet; Lane, Jennie F.

doi:10.1016/j.tate.2018.05.012

Cited by 34 publications

(39 citation statements)

References 49 publications

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“…The scientists substantiate the value of narratives both for diagnosing phenomena and instructing teachers (J. Phillion and F.Connelly [13], Y. Pulvermacher and A. Lefstein [6], V. Bahramia, M. Hosseinia, and M. Reza Atai [12], D. Henriksen, M. Henderson, E. Creely, et al [10]). So, С. Craig emphasises the role of analysing metaphors in respondents' stories and claim that the whole narrative combines the content and speakers' attitude, contains resonance and worldview, "keeps unsaid things" [14].…”

Section: Methodsmentioning

confidence: 76%

“…But there are also different approaches to compiling the narrative material: Е. Cavicchiolo, F Aliverninia, and S. Manganellia analyse teachers' diaries, extrapolating the key concepts, used in them [11]. V. Bahramia, M. Hosseinia, and M. Reza Atai use semi-structured narrative research, giving respondents a narrative framework, which should be completed, creating a holistic story [12].…”

Section: Methodsmentioning

confidence: 99%

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Primary School Teachers’ Attitude to the New Ukrainian School Reform

Khyzhniak¹,

Viktorenko²

2021

Proceedings of the International Conference on Economics, Law and Education Research (ELER 2021)

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The paper reveals the results of implementing the New Ukrainian School reform by analysing teachers' attitude to transformation processes in the national education system, as well as motives that influence their professional activities. Having analysed a great number of scientific works and monitoring researches of the results of implementing the New Ukrainian School reform, the authors disclose the lack of diagnosing the results of functioning the new school according to these criteria. The narrative method is considered to be the effective one for studying the phenomenon. The scientific research on the approaches to its organising, made by foreign scientists, allows defining the most feasible ones for achieving the paper purpose -a narrative framework "I and New Ukrainian School". It is developed as a Microsoft Word template and contains four content-structural blocks: general information about a respondent, the attitude to the teaching profession and the New Ukrainian School, personal experience, and prediction for the New Ukrainian School development. The qualitative and quantitative indicators of analysing the research results prove the positive dynamics in teachers' motivation and the general effectiveness of the New Ukrainian School reform for the national education system.

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Section: Methodsmentioning

confidence: 76%

Section: Methodsmentioning

confidence: 99%

Primary School Teachers’ Attitude to the New Ukrainian School Reform

Khyzhniak¹,

Viktorenko²

2021

Proceedings of the International Conference on Economics, Law and Education Research (ELER 2021)

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“…The reflective process of participation appears to have distilled the experience to a degree for Maddie, Shirley, Ruby, Sarah and Lauren. Following Atlan and Farber Lane's (2018) suggestion that teachers' life experiences and dispositions influence their practice, we first considered how the experience appears to have been useful to the PSTs by challenging their thinking, and then how these developments might translate into positive developments in their practice.…”

Section: Discussionmentioning

confidence: 99%

“…Firstly, its impact on the PSTs' Us-Them thinking about their global Southern hosts and secondly, its consequences for them as aspiring teachers. These two elements are significant since part of the efficacy 'test' for such intercultural teaching programmes resides in their capacity to aid PSTs in drawing on life experiences to positively influence their future practice (Atlan and Farber Lane 2018). Following Hutchison and Rae (2011), we adopt the Jessop and Penny (1999) 'view from somewhere' approach, acknowledging that our analysis does not offer a comprehensive allseeing empirical view of the topic from everywhere, but neither is it a view from 'nowhere'.…”

Section: Introductionmentioning

confidence: 99%

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project

Carter

Knight

Vickers-Hulse

2021

Pedagogy, Culture & Society

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This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic beliefs about the 'other'. Analysis of questionnaire and interview data suggests that whilst these assertions have some validity, the issues are complex and nuanced. Findings indicate apparent shifts from object-based to relational views of the 'other', though these shifts were not always complete or fully developed. Sitting with uncertainty and discomfort prompted PSTs' critical reflections demonstrating the interactive and dialogic nature of intercultural understanding and provided the pre-requisites for personal and professional development. We conclude that when appropriately orientated, teaching placements in the global South can encourage critical, relational pedagogies, intercultural understanding and a dialectical relationship with difference which can translate into positive shifts in PST beliefs and practice.

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“…Multilevel analyses show that teacher's factors such as behavior are associated with student learning outcomes [3]. For example, it has been proved that teacher' significant life experiences and stories provide key resources for effective education programs [4]. Another example is gamification, a modern technique in education that involves the participation of the student as a gamer in a playful structure [5].…”

Section: Introductionmentioning

confidence: 99%

The Long-Term Impacts and the Effective Teaching. A Case Study in Civil Engineering at the Technical University of Madrid (Spain)

Alvarez-Gallego¹,

Marín²,

Marchamalo³

2018

ICERI2018 Proceedings

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The current teaching methods are focused on results in the short term. However, learning must be focused on the acquisition of skills and abilities to be developed in the future. This case study has assessed the long-term impacts and the effective teaching at the subject of Topography and Cartography in the School of Civil Engineering (Polytechnic University of Madrid). To this end, a questionnaire with 10 questions was disseminated on two different populations. On the one hand, a total of 45 students who have just completed the course. On the other hand, the same questionnaire was conducted on a total of 166 students who took the subject for more than 2 years ago. The results from two years' experience (2016 and 2017) were compared. The students who just finished the course reached 12.7% higher results than those of the students who previously attended the course (from 75.7 to 85.3% of total correct answers). The study allows us to obtain information about which concepts and teaching activities have lasted over time and which have been easily forgotten.

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Teachers' narratives: A source for exploring the influences of teachers' significant life experiences on their dispositions and teaching practices

Cited by 34 publications

References 49 publications

Primary School Teachers’ Attitude to the New Ukrainian School Reform

Primary School Teachers’ Attitude to the New Ukrainian School Reform

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project

The Long-Term Impacts and the Effective Teaching. A Case Study in Civil Engineering at the Technical University of Madrid (Spain)

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