Narrative Pedagogy Research Articles

The narrative of the Junzi as an exemplar in classical confucianism and its implications for moral and character education

There have been questions that are directed toward the outcome of using an exemplar in moral and character education. Meanwhile, the role of the narrative in the context of moral and character education has often been viewed as being didactic and being used to indoctrinate moral lessons only. On the other hand, some scholars have also attempted to explore the significances of the exemplar and the narrative for moral and character education. In classical Confucianism, the exemplar refers to the Junzi. Moreover, there were many narratives concerning the lives of the exemplars mentioned by Confucius, Mencius and Xunzi for their students to emulate and aspire to. This paper argues that the utilization of the exemplar and the narrative in classical Confucianism can offer us another perspective for conducting moral and character education. This paper firstly illustrates the notion of the Junzi as an exemplar in classical Confucianism. Then, it explores the role of the narrative of the Junzi as an exemplar in classical Confucianism. Lastly, it discusses its four implications for moral and character education, comprising: (1) assisting students to discover the commonality of their exemplars and themselves as the starting point to emulate their exemplars; (2) helping students to build their morality and character through their interaction with ‘many others;’ (3) guiding students to create a proper narrative of themselves to form an integrative view of their lives; and (4) emphasizing the exemplary function of the teacher in moral and character education.

Novice teachers in a changing reality

ABSTRACT The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences. The main contributions of this study are: understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.

인성교육에서 이야기의 활용

인성교육에서 이야기의 활용

A formação continuada em Mato Grosso

Este artigo consiste em um recorte de uma pesquisa de doutorado, cujas reflexões partem de uma análise interpretativa das narrativas oficiais presentes na Política de Formação Continuada de Mato Grosso. Fundamenta-se nos pressupostos da pesquisa narrativa, defendidos por Clandinin e Connelly (2015), e objetiva-se compreender a organização do modelo formativo da rede pública de ensino, segundo as narrativas oficiais. Tal modelo é fruto de um itinerário formativo marcado por instabilidades e limitações oriundas de oscilações na construção das narrativas político-pedagógicas que articulam a formação aos índices de proficiência dos estudantes.

Reflexiones Educativas para el posCovid-19. Recordando el Futuro

La crisis sanitaria de la Covid-19 que asola el mundo de la actualidad va a traer consecuencias irreversibles para el ámbito de la educación. Es inexcusable, por tanto, que la comunidad educativa, en general, y los profesionales de la educación, en particular, afronten un profundo análisis sobre el cambio de relato pedagógico con el que vamos a tener que construir el futuro. El carácter de primera reflexión, a la que -sin duda- seguirán muchas otras, nos lleva a encuadrar la reflexión en torno a tres ejes básicos de los procesos de enseñanza-aprendizaje: qué enseñamos o qué deberíamos enseñar, cómo lo enseñamos, y lo que nos parece más importante, si cabe, para qué debemos enseñar o cuál debería ser el objetivo preciso de nuestra educación. Apostamos por transitar de un modelo centrado en los resultados, en la acumulación de contenidos y en la memorización de cara a una evaluación estrictamente académica, hacia otro donde el centro se sitúe en el aprendizaje competencial de los estudiantes, en la adquisición de habilidades y capacitación de recursos, sociales y personales, que nos permitan afrontar las adversidades de la vida. Transmitir el saber y enseñar para “ganarse la vida”, sin duda, pero educar para “entender la vida” en un mundo en permanente cambio, también. Ciudadanía, convivencia, equidad, justicia social, integración de lo digital, gestión emocional, resiliencia, cercanía afectiva, o esperanza, serán los vectores necesarios para ganar el futuro de la educación.

“Restlessness, Agitation, and Passion”: Rethinking the Role of Narrative in Education

“Restlessness, Agitation, and Passion”: Rethinking the Role of Narrative in Education

Contents Element of Elementary Narrative Teaching Focused on Narrative Knowledge by Grade(Group)

Contents Element of Elementary Narrative Teaching Focused on Narrative Knowledge by Grade(Group)

Lectoescritura inicial en contextos bilingües: Una aproximación desde la teoría fundamentada

La lectoescritura inicial (LEI) es un proceso de enseñanza y aprendizaje de lectura y escritura determinante, no solo para el éxito escolar de los niños, sino que a la vez constituye una etapa en la que se espera que la niñez obtenga destrezas y habilidades de beneficio a lo largo de su vida. Dada la vitalidad del tema, es importante conocer cómo se da este proceso, el cual cobra mayor relevancia en contextos bilingües, como Guatemala, donde la constitución política reconoce la coexistencia de 25 idiomas. En consecuencia, el objetivo de este artículo es el de analizar cómo se da el proceso de LEI en contextos bilingües, así como las variables que influyen. El estudio se diseñó bajo un enfoque cualitativo de investigación, empleando la teoría fundamentada. Se utilizó un muestreo teórico por referencia, tomando como base la narrativa de docentes experimentados en la enseñanza de los primeros grados de educación primaria de las escuelas públicas, en una de las regiones caracterizadas por su bilingüismo (maya K’iche’ y español) como lo es el departamento de Totonicapán (Guatemala). Los resultados muestran el diseño de un modelo teórico sobre la enseñanza de la LEI en este contexto, y permiten identificar algunos de los avances alcanzados, así como los desafíos pendientes de resolver en materia de la enseñanza bilingüe en Guatemala, con miras a la adecuada atención de los niños y niñas de esta región del país.

Teaching as invasion: emotions, boundaries and entanglements

PurposeThis paper aims to engage nine women English teachers in exploring their personal memories centered around the perception of their raced, classed and gendered teacher bodies, and led them to conceptualize teaching as invasion.Design/methodology/approachThe process of collective memory work (CMW), a qualitative feminist research method, was used to structure collaborative sessions for the nine women English teachers. In these sessions, the group took up the CMW process as the memories were written, read, analyzed and theorized together.FindingsThe analyses of two memories from our group's work builds understanding of how the use of new materialism and a conceptualization of emotions as social, collective and agentic, can expand the understanding of the teacher bodies and disrupt normalizing narratives of teaching and learning. The post-humanist concept of intra-action leads one to better understand the boundaries in the teacher – student relationships that is built/invaded, and to see the ways materials, humans, emotions and discourses are entangled in the teaching encounters.Originality/valueThis study demonstrates how sustained and collective research methodologies like CMW can open space for teachers to more fully explore their identities, encounters and relationships. Further, unpacking everyday classroom moments (through the framework of literacy-as-event) can yield deep and critical understanding of how bodies, emotions and non-human objects all become entangled when teaching becomes an act of invasion.

Grad School Gothic: The Mysteries of Udolpho and the Academic #MeToo Movement

In the age of #MeToo, the Female Gothic rises from the critical crypt once again. Examining the educational narrative of Emily St. Aubert in Ann Radcliffe's The Mysteries of Udolpho, I argue that the Female Gothic has always vividly portrayed emotional invalidation – a term borrowed from cognitive psychologist Marsha Linehan – as a tool to silence righteous, yet naïve, voices and perpetuate imbalances of social power. As the recent #MeToo movement in academic culture demonstrates, the fourth-wave feminist critique of workplace discrimination targets not only sexual misconduct, but also intellectual misconduct. I propose that, often, discrimination in academic spaces uses the very same tool portrayed in the Female Gothic. In this paper, I look to the Female Gothic as well as to feminist pedagogical theory to offer solutions to the problem of emotional invalidation in the Grad School Gothic.

Patients' narratives of patient education in physiotherapy after total hip arthroplasty.

The aim of this study was to explore patients' narratives of patient education in physiotherapy after a total hip arthroplasty (THA). The data was collected via open thematic interviews from ten patients who had had a primary THA. The interviews were analysed using a qualitative, narrative method. Three story models of patient education in physiotherapy were identified: Supportive patient education in physiotherapy, Co-operative patient education in physiotherapy and Contradictory patient education in physiotherapy. The emphasis of narration in the first story model was on the trust in the guidance, functioning interaction in the second and insufficient patient education in physiotherapy in the third story model. According to the results of this study, patients with THA experience functioning interaction and trust in the patient education in physiotherapy as enhancing the rehabilitation process. Conversely insufficient patient education about exercising and follow-up physiotherapy made the patients feel insecure and according to them might have slowed down the rehabilitation process. These findings can be utilized in planning and improving patient education in physiotherapy after THA.

Envisioning the Rural Practicum

Recruitment and retention of teachers in rural areas continue to dominate educational narratives across the country. School districts, state agencies, and university schools of education have instituted strategies including financial incentives, alternative standards and licensure criteria, and grow-your-own programs that target underemployed locals and paraprofessionals for accelerated licensure. While each strategy may enjoy situational success, none is a panacea for all circumstances. However, there is growing interest in the development of university and school district partnerships in creating innovative solutions to rural recruitment and retention issues. This study investigates the efficacy of a partnership between several small rural districts and a state university partnering to create and test a contextualized clinical practice model. The Montana State University rural practicum placed 13 preservice teachers in a week-long, immersive clinical practice in rural, remote schools in Montana, for them to authentically experience the rural context and for researchers to determine if such an experience might positively affect recruitment and retention efforts. The study used a community-based participatory research method to ensure equal participation of both university and rural school partners in co-creating the experience and in collecting and analyzing data. Results suggest that the rural practicum experience positively affected preservice teacher perceptions of rural teaching and rural communities. Rural school leaders and university personnel also agreed that the model held promise for recruiting and retaining teachers in rural areas.

Cut-Paste-Repeat? The maintenance of authoritarian pedagogies through tertiary dance education in China

Tertiary dance programmes in China are undergoing significant changes, as graduate attributes are reconfigured to address key employment needs of 21st century knowledge economies. This transformation is challenged by an entrenched culture of authoritarian teaching practices, which maintains former ways of knowing and doing. While this dilemma has been recognized within scholarship in China, the complexity of authoritarian teaching pedagogy, and what sustains it, requires further unpacking for such a transformation to be effective. Through a qualitative enquiry gathering the narratives of dance teachers at tertiary institutions across China, this article investigates how current dance teachers experienced and maintain authoritarian pedagogical practices, and promote these practices to future dance educators.

Complexities of preparing teachers for inclusive education: case-study of a university in Sweden

ABSTRACT Sweden is internationally regarded as an inclusive educational system. This study explores how teacher education programmes in Sweden have been organised as regards inclusive education (IE). Specifically, the study examines how teacher candidates and staff perceive teacher pre-service training for IE in terms of its curriculum and pedagogical practices towards students. The question was explored through a case-study of a large, well-respected university in Sweden, using semi-structured interviews and group-discussions with teacher candidates and staff members, and document analyses. The study revealed that the university makes several purposeful efforts to prepare its teacher candidates to practise IE, e.g. all teacher education programmes have a specific course on inclusion, while this content is also infused into several other courses. Nonetheless, the study also demonstrates that teacher candidates lack a deeper understanding of relationship between special education and inclusion, which can probably be attributed to the wider socio-political context dominated by the special education narrative.

Enhancing learning in an online doctoral course through a virtual community platform.

Great teaching engages learners. Creating an online course that is engaging to learners requires substantial planning and creativity. In developing a new online course for doctoral students in nursing (DNP and PhD) and in other health science disciplines, we were interested in creating an application that would 1) support narrative pedagogy, 2) support highly engaging, student-centered learning, and 3) require learners to apply content within real-world experiences. In order to support such learning and achieve these goals, we created a virtual community platform. This paper reports on the development and implementation of a new type of virtual community platform to support teaching and learning in an online, doctoral-level course, specifically designed for nurses and other healthcare clinicians transitioning to a faculty role.

문화적 기억의 상호텍스트성 이해를 통한 상호감수성 증진을 위한 서사교육 내용

문화적 기억의 상호텍스트성 이해를 통한 상호감수성 증진을 위한 서사교육 내용

Playing its part: An evaluation of professional skill development through service user-led role-plays for social work students

ABSTRACT This paper presents the findings of a UK-based evaluation of service user-led role-play interviews for social work students. Skill development relating to ‘procedural competencies’ (relationship forming, communication skills) and ‘meta-competencies’ (linking theory to practice, reflection) is explored using a mixed-method repeated-measures design. Assessment feedback from student self-ratings (N = 32), as well as service user (N = 7) and practice educator (N = 4) ratings were compared at two time points. An overall improvement of the students’ professional skills was identified, with a notable divergence regarding what had improved: students focused on procedural skills, practice educators on cognitive skills, whereas service users focused on relational/embodied aspects . Moreover, what counted as ‘improvement’ varied between the groups: when considering ‘problem-solving’ students and practice educators were emphasizing the importance of not rushing to resolutions, whereas service users were praising students who were proactive and solution-focused. The findings assert the value of service user-led educational activities not only as contributing to the improvement of social work students’ skill development but also as providing a perspective that may challenge the dominance of professional narratives in social work education. The findings have specific implications for curriculum development and evaluation of service user-led activities.

Interpreters of the past and of the present: the art of historians of education and archivists

Interpreting former times is not the sole province of historians. It is a constitutive act of the arts performed by writers, exhibition curators, docufilm directors, film writers and scenographers, re-enactors. But not only, it is also an element of the practice of historians of education and archivists, of people who throughout their lives collect records, of the exercise of patrimonial education on the part of teachers and of the organizers of school museums. Framing the discussion on the craft of historians of education and archivists, we structured the article into two parts. The first part focuses on the historiographical narrative in education, taking an example from the Brazilian history of education. The second part deals with some of the dimensions present in the acts of archiving, focusing on particularly the materiality of the documents.

Debriefing: A Place for Enthusiastic Teaching and Learning at a Distance

The current pandemic has required a quick response to the unprecedented suspension of face-to-face instruction in higher education worldwide. The rapid conversion of didactic, laboratory, and clinical courses to distance learning has been challenging, requiring integration of screen-based virtual simulations and other innovative learning activities. The importance of a robust debriefing of these learning opportunities is often neglected, which could be to the detriment of the students. Debriefing is based on strong narrative pedagogy, requiring an engaging and enthusiastic dialog. Despite long days of screen time, it is even more imperative to connect with students to create meaningful learning through a rich verbal debriefing.

O desafio político da educação escolar: desdobramentos para pensar a Formação Inicial em Educação Física

A Formação Inicial (FI) em Educação Física (EF) tem sido foco de análises nos últimos anos, pois se constitui em tempo e espaço destinado à formação dos professores responsáveis por desenvolver a EF na escola sob o prisma de um componente curricular e não mais na perspectiva de “atividade”. Pensar a Educação Física Escolar (EFE) sob esse novo estatuto significa estruturar a ação docente conectada aos sentidos e responsabilidades da escola, o que pressupõe avaliar retrospectivamente o processo formativo desenvolvido. Nesse sentido, neste estudo, objetiva-se analisar as concepções que os professores que atuam na FI em nível de Licenciatura em EF possuem acerca das responsabilidades sociais da escola. Para isso, foi realizada uma pesquisa colaborativa, na perspectiva qualitativa, da qual participaram doze docentes que atuam na FI em EF. Os dados foram produzidos através de anotações em diário de campo e elaboração de narrativas docentes. Os resultados indicam haver heterogeneidade na compreensão acerca das responsabilidades sociais da escola, as quais foram divididas em quatro categorias: conhecimento de qualidade; responsabilidade social; necessidades e demandas sociais; valores morais. A impressão que se tem é que as concepções referentes às responsabilidades da escola, no contexto do estudo, além de heterogêneas, carecem de uma fundamentação teórica sistematizada, revelando um caráter fragmentário. Isso retrata certa “orfandade política” entre os professores da FI, e como na política não tem vácuo, a ausência de uma consciência republicana deixa margem para proposições subjetivas, as quais contribuem para manter a EFE numa condição de menoridade.