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Search Results for 'Storytelling' (Keyword)
20 items found 1 / 2
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1   |   From section Research Methods
Polyptych Construction as Historical Methodology: An Intertextual Approach to the Stories of Central Technical School’s Past
Adopting the lens of “new histories” as the basis for the author's inquiry into the institutional legacy of the art program at Toronto’s Central Technical School (CTS), the author created a methodological framework informed by the traditional art form of the polyptych, in which many panels are joined together to show and tell multilayered stories connected to a central theme, to demonstrate visually how stories are interrelated, and to present openings to other stories. This article describes how the author came to see the polyptych as a methodological frame by unpacking its historic roots; by exploring how it operates in contemporary historical research; and by reflecting on how his identity as an artist, teacher, and researcher influences the way he organizes stories within this framework.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
2   |   From section Beginning Teachers
Beginning Teachers' Stories
Utilizing the story as a research tool enables the individual to make unique voice heard and provides information regarding identity. In the education system, we study stories and place the emphasis on beginning teachers. During recent years, hundreds of stories have been collected from teachers in their first year of teaching. The stories were collected by means of a "call" addressed to those individuals specializing in teaching to participate in a "story contest". As a result of the contest, we have collected thousands of stories, all of which enable us to examine the professional reality of beginning teachers in their first year of work. Two processes emerged: (1) the written stories describe and reflect the event that occurred in reality, and (2) the stories construct and shape reality. The processes of reflecting, constructing, and shaping are expressed on two levels: the individual level and the systemic-organizational level.
Publication Year: 2016    |    Updated in ITEC: December 14, 2016
3   |   From section Preservice Teachers
Emotional Identification with Teacher Identities in Student Teachers’ Narrative Interaction
The article suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context.
Publication Year: 2013    |    Updated in ITEC: June 5, 2016
4   |   From section Research Methods
The Secret between Storytelling and Retelling: Tea, School, & Narrative
Author Jie Yu
This article will describe two of the author's personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon her difficult struggles with the two stories of tea, school, and narrative, the author suggests that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion.
Publication Year: 2014    |    Updated in ITEC: September 18, 2014
5   |   From section Beginning Teachers
Novices ‘In Story’: What First-year Teachers’ Narratives Reveal about the Shady Corners of Teaching
In this article, the authors present the findings of a study conducted in the context of a national ‘contest of novices’ story writing’ in Israel (2004–2005). This study inquired into first-year teachers’ self-images, struggles, and concerns in the Israeli educational context, as discerned from the 10 selected stories. The analysis of the stories uncovered content dimensions of what the authors refer to as ‘shady corners of teaching’. These corners revolve around three interrelated themes: (1) realizing the limitation of teachers’ capacity; (2) coping with the realization that vision is incompatible with reality; and (3) struggling with the multiple voices that operate in the educational system.
Publication Year: 2011    |    Updated in ITEC: September 2, 2014
6   |   From section Preservice Teachers
Competing and Conflicting Identity Plotlines: Navigating Personal Narratives of Entering Teaching
Author Mary Rice
The purpose of this self-study was to identify implications of self-positioning for the author's practice in the stories she tells on her both professional knowledge landscapes: as a teacher in a junior high school and as a teacher educator. Three issues were raised during the course of this study. The first issue revolves around the author's two plotlines of becoming a teacher and why she believes that these plotlines are competing and not conflicting. Another issue raised by this study centers on the idea of the interrogative act of asking someone how they became a teacher, and what assumptions are concomitant with that kind of an inquiry on various landscapes. The third issue deals with changes in her interaction patterns with students on both the public school landscape and the university landscape.
Publication Year: 2011    |    Updated in ITEC: December 10, 2013
7   |   From section Research Methods
Opportunities and Challenges in Representing Narrative Inquiries Digitally
This article brings together two sources previously cut off from one another, the narrative inquiry research method and the digital storytelling approach, to inform how the live research projects became represented. This meta-level ‘inquiry into inquiry’ traversed all four narrative inquiries and the digital exemplars produced for each to show how digital narrative inquiries attend to eight considerations: relationship, perspective, authorial voice, cultural/contextual considerations, relevance, negotiation, audience and technology were learned.
Publication Year: 2013    |    Updated in ITEC: March 24, 2013
8   |   From section ICT & Teaching
Grounded in Theory: Immersing Preservice Teachers in Technology-Mediated Learning
The purpose of this article is to examine preservice teachers engagement in a technology-mediated constructivist learning design. Preservice undergraduate students in two core educational psychology classes participated in this study. These students engaged in a constructivist design that utilized technology as a central part of learning. The students used digital storytelling as a pedagogical tool to facilitate their first exposure to learning theories. They then constructed collaborative digital stories to represent the theories.
Publication Year: 2010    |    Updated in ITEC: June 28, 2012
9   |   From section Multiculturalism & Diversity
Developing Cohesion and Building Positive Relationships through Storytelling in a Culturally Diverse New Zealand Classroom
This study was designed to investigate what participants learnt about themselves, others and cultural perspectives when they told and listened to one another’s personal stories. The participants were secondary school students in the lower North Island of New Zealand. The author concludes that it appears that this approach to sharing personal stories offered sensitivity to students’ backgrounds, experiences and differences, privileged student voice, and affirmed respect for individual lived experiences.
Publication Year: 2011    |    Updated in ITEC: November 15, 2011
10   |   From section Professional Development
Storytelling as Dialogue: How Teachers Construct Professional Knowledge
The purpose of this study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge. In a professional development project, 12 English language lecturers created digital stories about their experiences of professional development. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling.
Publication Year: 2010    |    Updated in ITEC: July 5, 2011
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