Stories Of Teachers Research Articles

Positive Emotion in Ideological and Political Education Teaching Positive Function and Method Path

Positive emotions and emotions play a key role in improving the cognitive effectiveness of ideological and political education, promoting the harmony of teaching relations and creating a good psychological environment. In addition, positive emotions and emotions play a positive role in the cognitive drive, will enhancement, belief strengthening and behavior activation of ideological and political course teachers and students. Therefore, we should properly use the "emotional resonance" teaching method, create teaching situations, and innovate theoretical teaching models to tell the story of ideological and political education.

Exploring English Teachers’ Cooperative Practices in Teaching Writing Skills

Cooperative language learning (CLL) is considered one of the communicative approaches in which students participate in collaborative learning activities in actual classroom settings. This research aims to examine English instructors’ cooperative practices in instructing writing skills. I employed the narrative inquiry to explore the teaching and learning stories of teachers through their lived stories. This research study seeks to add to the discourse of cooperative practices in English language classrooms to enhance the writing skills of learners in the context of Nepal. Four English instructors from four public secondary schools in Rupandehi district were purposefully selected as participants for this study. The in-depth unstructured interview was used as a tool for collecting data. I adopted social constructivism as a theoretical framework. This study uncovered that the teacher participants used CLL activities such as think-pair-share and group work activities to energize, optimize and enhance students’ writing skills. Moreover, CLL increases learners’ insights and confidence by enhancing their creativity and critical thinking ability in writing through teamwork and makes them more responsible and accountable for learning themselves through their active engagement in various cooperative activities. The study reveals teacher participants’ effective practices of cooperative language learning in generating and creating fresh information to offer a solution to the assigned writing tasks and make learning successful. Teamwork, group work and think-pair-share activities contribute to the learners’ success in writing skills.

Unveiling Perspectives: Teachers’ Opinions on the Diverse Forms of Teaching Stories in Hindi

This research paper delves into teachers\\\' perspectives on the utilization of various forms of teaching stories in Hindi, evaluating their effectiveness, challenges, and opportunities within educational settings. The study synthesizes insights from quantitative surveys with a broad spectrum of educators. It aims to assess how teaching stories, ranging from traditional narratives to modern digital formats, are integrated into Hindi language teaching and how they align with pedagogical objectives and cultural sensitivities. Preliminary findings reveal a predominantly positive attitude towards teaching stories as versatile tools for enhancing student engagement, language acquisition, and moral development. Nevertheless, educators have voiced concerns regarding the cultural appropriateness, curricular alignment, and the practicalities of incorporating digital storytelling methods. Despite these challenges, there is a strong recognition of the potential teaching stories hold in catering to the diverse needs of a global classroom. The paper advocates for targeted professional development, curriculum integration strategies, and the provision of resources to facilitate the effective use of teaching stories. This study contributes valuable insights into the pedagogical utility of teaching stories in Hindi education, emphasizing their role in creating more inclusive and dynamic learning experiences.

Unveiling Perspectives: Teachers’ Opinions on the Diverse Forms of Teaching Stories in Hindi

This research paper delves into teachers' perspectives on the utilization of various forms of teaching stories in Hindi, evaluating their effectiveness, challenges, and opportunities within educational settings. The study synthesizes insights from quantitative surveys with a broad spectrum of educators. It aims to assess how teaching stories, ranging from traditional narratives to modern digital formats, are integrated into Hindi language teaching and how they align with pedagogical objectives and cultural sensitivities. Preliminary findings reveal a predominantly positive attitude towards teaching stories as versatile tools for enhancing student engagement, language acquisition, and moral development. Nevertheless, educators have voiced concerns regarding the cultural appropriateness, curricular alignment, and the practicalities of incorporating digital storytelling methods. Despite these challenges, there is a strong recognition of the potential teaching stories hold in catering to the diverse needs of a global classroom. The paper advocates for targeted professional development, curriculum integration strategies, and the provision of resources to facilitate the effective use of teaching stories. This study contributes valuable insights into the pedagogical utility of teaching stories in Hindi education, emphasizing their role in creating more inclusive and dynamic learning experiences.

Unveiling Perspectives: Teachers’ Opinions on the Diverse Forms of Teaching Stories in Hindi

This research paper delves into teachers\\\' perspectives on the utilization of various forms of teaching stories in Hindi, evaluating their effectiveness, challenges, and opportunities within educational settings. The study synthesizes insights from quantitative surveys with a broad spectrum of educators. It aims to assess how teaching stories, ranging from traditional narratives to modern digital formats, are integrated into Hindi language teaching and how they align with pedagogical objectives and cultural sensitivities. Preliminary findings reveal a predominantly positive attitude towards teaching stories as versatile tools for enhancing student engagement, language acquisition, and moral development. Nevertheless, educators have voiced concerns regarding the cultural appropriateness, curricular alignment, and the practicalities of incorporating digital storytelling methods. Despite these challenges, there is a strong recognition of the potential teaching stories hold in catering to the diverse needs of a global classroom. The paper advocates for targeted professional development, curriculum integration strategies, and the provision of resources to facilitate the effective use of teaching stories. This study contributes valuable insights into the pedagogical utility of teaching stories in Hindi education, emphasizing their role in creating more inclusive and dynamic learning experiences.

Truth and Reconciliation Through Education Stories of Decolonizing Practices (2023), by Yvonne Poitras Pratt & Sulyn Bodnaresko

Truth and Reconciliation Through Education Stories of Decolonizing Practices (2023), by Yvonne Poitras Pratt & Sulyn Bodnaresko

Guiding the Future: Narrative Stories of Beginner Teachers in the Coaching and Feedbacking as an Aspect of Instructional Supervision

Over the years continuous progress were made to the multi-faceted spectrum of instructional leadership. Each of its layer plays a magnanimous role contributory to supportive learning environment for students, teachers and leaders aimed at fostering significant success stories for each. The purpose of this study is to narrate the stories of beginner teachers as they start their journey in the world of teaching particularly as they undergo one aspect of instructional supervision which is, coaching and feedbacking. The researchers made use of Colaizzi’s Method of Descriptive Analysis after employing the purposive sampling technique to interpret the responses gathered from the five participants who possess the following qualifications: 1) must be a Junior High School teacher of the Department of Education; 2) must be in the public service for 0 to 3 years just yet and 3) must be willing to participate in the whole period of exploration. Two themes emerged rom the main problem which is described as 1) Perceptions and Impressions on Coaching and Feedbacking as an Aspect of Instructional Supervision with a category specified as “The Roller Coaster of Emotions” where sentiments such as “nervous but challenged”, “happy and thankful”, “pure and total adjustments” were shared. All of this according from the participants are the things they felt when undergoing instructional supervision. The second theme that emerged was 2) Challenges and Adversities Encountered where in two categories came up. The responses include “Equipping One’s Self with the Necessary”, “Being prepared at All Times”, “Seeing Help from Colleagues” all under “The Beginner Teacher Coping Mechanisms.” Meanwhile, “Leading by Example”, “Time Allotment is Important” and “Constructive Feedbacking” materialized under the “Instructional Leaders Approach.” This qualitative study contributes to the field by providing colorul narrative stories from beginner teachers of Narvacan National Central High School and Sulvec Integrated School loated at Narvacan, Ilocos Sur, Philippines that an inspire and motivate others towards a positive outlook in the world of teaching.

Transforming teaching through cooperative inquiry: meaningful research for university teachers

ABSTRACT In this article, seven participants from nursing, social work, accounting, fine arts, bioscience, and learning support disciplines share insights gained through participation in a transdisciplinary cooperative inquiry research group aimed at developing excellence in teaching. This Cooperative Inquiry for Reflection and Collaboration on Learning Effectiveness (CIRCLE) group promoted transformation of individual participants’ teaching as well as development of interdepartmental collaboration and camaraderie within the context of contemporary, performance-based academic environments. Collaborative, pedagogical, action research was undertaken through cooperative inquiry (CI) to explore transformative learning activities that increased teachers’ and students’ engagement while covering prescribed learning outcomes using creative approaches. The results are presented in a reflexive, collaborative autoethnography through seven authentic teacher stories. Reflections on the process and the impact of being in the research group provide evidence of the potential transdisciplinary, CI research groups offer to enhance research and teaching outcomes in higher education. These findings are significant internationally in light of the necessity to meet the increasing expectations of all stakeholders in the global tertiary education sector.

Becoming a secondary school teacher: Keys to a meaningful professional identity

This study explores the construction of teachers' identities during their pre-service training and their initial period of professional induction. Thirteen life stories of novice teachers of differing characteristics attending the Master's Degree in Secondary Education Teaching at the University of Barcelona (Spain) are analysed. Findings identify four dimensions in identity construction (attribution, projection, development and transformation) and analyze their key components. The implications of the findings are discussed in terms of the dialectic between the professionalizing models in the training programme and the professional communities and teachers' specific personal processes of professional self-determination.

УЧИТЕЛЬСТВО КАК ЦЕННОСТЬ: НЕ РАСТЕРЯТЬ ДОВЕРИЕ (О ПРЕПОДАВАНИИ РУССКОГО ЯЗЫКА)

The article proposes to consider moral qualifications in the context of the teaching profession, as this profession perfectly illustrates an example of the highest moral integrity and professionalism. The teacher profession, especially a teacher of Russian language and literature, requires not only formal skills and teaching responsibilities, but it is also necessary to possess a set of moral qualities. Illustrative materials include data from a comprehensive survey conducted among students of general secondary education institutions in the Republic of Belarus, ranking their interest in Russian language lessons at school. The concept of “moral qualifications” of a teacher is introduced, along with one form of work involving the labeling and description of the values of teaching in the literary club “Value Stories of Teaching”. This club offers thematic fields for discussing works about teachers, childhood/youth, and school. The main goal of this work is to create a personal value library of peace, conscience, and kindness.

Analysis of the linearity of the story on the creation of the game "Elephant Rescue.”

Media is an intermediary that can be used to convey information or messages in learning to achieve learning outcomes. Many types of media are used in the learning process. One of the media used in learning is games as educational media, called educational games. Educational games are games that are formed to hone thinking power, including increasing concentration and solving a problem. Educational stories based on local wisdom also serve to strengthen character education so that they can be well received without reducing the playing experience gained by players. Through the results of game testing, 40% of respondents strongly agreed that the understanding of conserving animals, especially elephants in Way Kambas Lampung National Park, was sought to be raised through the Elephant in Rescue Game, and 24% agreed that the understanding of conserving animals, especially elephants in Way Kambas Lampung National Park, was sought to be raised through the Elephant in Rescue Game. 60% of respondents agreed with the educational element presented in the game Elephant in Rescue, and 56% of respondents agreed that the application of the story in this game was appropriate. Based on the results of testing on respondents, it can be concluded that the application of stories and education about the importance of preserving animals, especially elephants in Way Kambas National Park, Lampung, can be conveyed well in accordance with what has been designed before.

Success Stories of Junior High School Master Teachers Towards Professional Development: A Phenomenological Inquiry

Professional development of master teachers involves acknowledging expertise and fostering ongoing development through individualized, self-directed learning. This study explored the success stories of master teachers' professional development, influenced by Malcolm Knowles' 1980 Andragogy Theory. Utilizing phenomenology, the research examines consciousness structures from a first-person perspective. The central structure of an experience was its intentionality, its being directed toward something, as it was an experience of or about some object. Based on the responses of the participants, my analysis revealed three emerging themes under the success stories of junior high school master teachers towards professional development were: harmonious group dynamics, supportive team player and coordinated collaboration. Recognizing group dynamics within professional development for master teachers optimizes collaborative learning experiences, enhancing both student interactions and educators' growth while fostering impactful learning spaces and collaborative skills. The educational insights that were drawn from the experiences on the success stories of master teachers towards professional development. The insights of these teachers were geared towards two themes namely: encouraging support and continual professional development. Future researchers concentrating on master teachers' growth may investigate the enduring impact of new teaching methods and their correlation with improved student learning, as well as explore expanding successful master teacher programs to enhance educators' effectiveness.

Unsettling the unimaginable: a genealogical counterstory of early care and education in the United States

ABSTRACT A critical reappraisal of the origin story of early care and education (ECE) in the United States, this article unsettles dominant narratives by investigating the carceral foundations and liberatory strategies that characterise the emergence and sociopolitical evolution of ECE. Integrating Foucauldian counter-historical genealogy and counterstorytelling, a tool from Critical Race Theory, this article advances a genealogical counterstory that (1) traces the carceral foundations of ECE across three sites typically exiled from public memory and origin storytelling: plantations, off-reservation boarding schools, and incarceration camps; and (2) describes three emergent themes of womanist anti-carceral praxis evident across the sites: redefinition of educational philosophy, creation of educational third spaces, and fortification of culturally relevant epistemologies. Confronting dominant narratives of ECE origins, this genealogical counterstory illustrates tensions and transformations indicative of the complexity and contradictions of American ECE philosophy and pedagogy. This article also attends to the sociopolitical significance of ECE rendered through genealogical counterstorytelling, as well as relations to pressing contemporary equity issues.

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

The power of digital story in early mathematics education: Innovative approaches for children with intellectual disabilities.

This study explored the effectiveness of digital story interventions in improving early math skills in kindergarten children with mild intellectual disabilities. Digital stories are multimedia narratives that combine text, images, and audio to enhance learning experience. This experimental study used a pretest-posttest control group design. The intervention group consisted of 15 children who participated in an 8-week digital story intervention targeting early math skills. A matched control group was used to control for sex differences. Data were collected through the TEMA-3 test scores and teacher and child feedback. Post-intervention, the experimental group showed significant improvements in TEMA-3 test scores compared to the control group. Teachers and children reported a positive perception of the intervention's social validity, highlighting enhanced engagement and understanding of math concepts. This study demonstrated that digital story-based education is a promising approach for improving early math skills in children with mild intellectual disabilities. These findings suggest potential implications for integrating digital storytelling into special education curricula and highlight avenues for future research in this field.

Teaching phonics in context—stories of teachers’ practice and students’ outcomes

This article presents the outcomes of a study conducted in Victoria, Australia, that recognised teachers’ knowledge and understanding of phonics teaching, and early literacy acquisition processes more generally. In total, 45 teachers and 220 students from the 18 focus schools who engaged in the reform initiative agreed to participate in this study. The questions posed considered understandings associated with the professional learning programme and processes that support the implementation of the phonics teaching and the impact this had on students’ literacy learning. We share the data used to map teachers’ stories of change and practice and some of the key factors, including structures, practices and attitudes, that influenced the implementation. The impact on students’ reading and writing outcomes throughout the reform process are also reported. Combined, the findings indicate that the teaching of phonic knowledge, integrated into rich contexts for learning, contributed to improvements in teaching and students’ early literacy skills. Furthermore, this study fills an important and common missing gap in professional learning as it explores implementation processes and practice in the classroom. The results inform continuing reform efforts and targeted research necessary to refine phonics teaching practice and further advance students’ literacy outcomes.

Upaya penanaman karakter rajin pada anak usia dini

For four days, community service activities were given to early childhood children at Rainbow Kiddy Kindergarten, Surabaya. Eight children participated, and all of them were kindergarten B students. The aim of holding this activity was to provide understanding and instill habits for productive and diligent living. The learning method is done through puppet stages that present educational stories, block assembly games, drawing on scratch paper, puzzle games, and coloring fans and piggy banks. The results of this community service activity show that the socialization activity has made children understand the importance of being diligent. Puzzle games and assembling blocks train children's motoric, sensory, and mental cognitive abilities to make efforts. Drawing activities on scratch paper and coloring fans encourage children to be more expressive and creative. Coloring piggy banks encourages creativity and the intention to start saving.

The power of gibbon songs: Going beyond the research to inform conservation actions.

Gibbons (Hylobatidae) are the smallest of the apes, known for their arboreal behavior and stereotyped songs. These species and sex-specific songs are often the subject of detailed studies regarding their evolution, responses to changing environments, involvement in social behavior, and used to design vocalization-based survey techniques to monitor population densities and trends. What is poorly understood is the value and impact of using the science and sound of gibbon vocalization and gibbon stories in education and outreach to complement nongovernmental organizations (NGOs) efforts. We present an example of how Borneo Nature Foundation, a NGOs based in Indonesia, is working to use the recordings of the songs of Bornean white-bearded gibbons (Hylobates albibarbis) to inform conservation actions and education efforts. Gibbons in Indonesia are often poorly known or understood by the public compared to orangutans (Pongo spp). We showcase how a field of study, namely primate acoustics, is an untapped resource to create digital content to engage with local, national and international communities and can be developed into educational tools in the form of storytelling, mobile apps and games, to highlight the plight of these threatened species and how to conserve them.

Putting Flash in the Canadian Literature Classroom

ABSTRACT This teaching note considers the benefits of including very short stories or “flash fiction” in the (Canadian) literature classroom. Because the genre is relatively new and favors brevity, it can be attractive to students. Teachers can be sure the students will have read the story, or even find the time to have them read entire stories in class. As well, choosing very short works lets us introduce a variety of Canadian authors to our students. We begin by questioning the dominance of context-hunting and theme-searching among young readers, and point out that this mode of reading comes at the expense of an appreciation or serious consideration of form and language. While historical context and themes are of course important to understanding any story, students often privilege the extra-textual over the literary merits of fiction; they are not necessarily reading literature as literature. The latter part of the note zeroes in on classroom experiences we have had while teaching stories by John Gould, Carin Makuz and Douglas Glover.

Teaching religious stories in lower primary school: a Norwegian case study of 8-year-old students’ perception of the Moses narratives

ABSTRACT This study investigates the instruction of religious stories of Judaism at the primary school level in a Norwegian educational setting, with a focus on the perceptions of 8-year-old students regarding narratives about Moses. By integrating classroom observations and student interviews, it examines the teacher’s pedagogical approach in instruction and how this influences students’ perceptions. In addition, it explores student’s ability to engage and express themselves independently in encounter with the stories. Theoretical perspectives of philosophy of language, particularly Bakhtin and Taylor, are employed to analyse students’ expressions and perceptions. The findings are situated within the broader context of international research on teaching religious stories in elementary education. International literature highlights the pedagogical benefits of using stories to engage students in critical thinking and foster an understanding of religious narratives. The article aims to contribute to a nuanced understanding of how the youngest students navigate and interpret religious instructional material as well as their comprehension of the reasons for learning about Moses. Overall, this study contributes to a comprehension on how the youngest students engage with religious narratives and sheds light on teacher’s pedagogical approaches in RE instruction at the lower primary level.