Abstract
During the academic year 2014-2015, an investigation was conducted in an innovative school in Barcelona where a teacher used personal diaries written by its students during their Catalan lessons in 2nd high school. The objective of this activity was to use this tool to work with and from the students’ emotions, and create a communication channel to enhance closeness in the student-teacher relationship that would also benefit their Catalan language learning process. The second stage of the study includes four participants: three students and one teacher. The objectives are: (a) to do a follow-up on the agents who were involved in the creation of personal diaries and (b) to see what this type of activity made them feel in terms of communication and relationship between teacher-student. The method that has guided this work is biographical narrative and some of the conclusions are that the use of narrative newspapers could be a useful tool in improving teaching and even learning itself because it helps establish links between teacher-student and because it allows expressing the experiences using language first hand.
Highlights
an investigation was conducted in an innovative school in Barcelona where a teacher used personal diaries written by
do a follow-up on the agents who were involved in the creation of personal diaries
them feel in terms of communication and relationship
Summary
El diario comenzó a utilizarse de manera más oficial en el centro educativo en el curso 2013-2014 para la materia de catalán. El planteamiento era escribir en un diario haciendo una entrada a la semana que permitiera trabajar desde la narración, pero con un formato de diario personal, lo que implicaba tener: un tipo de escritura más libre, encontrar el propio estilo y dar espacio para escribir inquietudes, sentimientos, emociones y, de hecho, escribir por el placer de escribir. Consideramos el relato como una estrategia de relación que genera, en medio de fricciones y tensiones, hechos vividos que permiten intuir y desvelar sentidos de la experiencia, desde los fragmentos que, en este caso, expresan los estudiantes en sus diarios (Hernández & Aberasturi, 2014; Back, 2007). Ver el diario narrativo como espacio para expresar las emociones nos da la posibilidad de conexión con un sentido enérgico y relacional que propicia el modo singular de cada persona. Lo que se hace es recuperar la voz de los protagonistas
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