Stories Of Teachers Research Articles

Identity and place-based teacher identities: what connects across diverse personal and professional landscapes?

ABSTRACT Given that identity continually evolves within socio-cultural contexts of meaning, is there any perceived connectedness between place-based identity and the development of teacher identity? How might shifting personal and professional stories of experience influence teachers’ sense of place, whereby place is conceptualized through interconnected ways of living and working in time and place with others in early childhood contexts? In this ongoing Sydney-based project, six teachers working in prior-to-school (long day care) settings critically reflected on and represented their identity journeys across the professional experience. Using a new place-based framework for exploring identity development, teachers traced their encounters with the place(s), with multi-modal forms of representation and reflection supporting teachers’ re-examination of significant biography events and social-cultural locatedness. Using aesthetic ways of thinking and representing, this article provides insight into the place-based nature of early childhood teachers’ lives and work, illustrating the interwoven nature of teacher identity often formed “out of view”. Challenges associated with shifting personal and professional terrains are clarified, opening possibilities for renewal of pedagogies and transformation of identity understandings.

What College Presidents Need to Know about Student Success

Advocated is this article is the transformative effect of understanding a student’s unique educational story through dataanalysis and effective interpersonal-questioning techniques. As stories are understood and trust established, institutions can respond by helping each student design an ongoing personalized success plan. The result is the creation of a campus culture of student success where rhetoric, policy, and practice are aligned.

UPAYA MENINGKATKAN BERBICARA ANAK USIA 4-5 MELALUI PENERAPAN METODE BERCERITA PADA ANAK KELOMPOK A TK KRISTEN POMARIMOI DESA TONGUTE SUNGI KEC IBU

Limitations in the number of vocabulary owned by children can be caused by a lack of simulations given by teachers and parents, as well as the environment, based on the results of initial observation in group A on pomarimoi Christian Early Childhood Education. learning and giving opportunities and freedom of speech in accordance with illustrated stories. Picture story is one medium that enhances ideas, ideas, and feelings, this research is carried out in the rest of class A in early childhood children education in pomarimoi Tomute Sungi village, sub-district of Ibu with the aim of improving speaking skills through hand puppet media, with the number of students with 16 students. The research method used is classroom action research (CAR) which consists of 2 cycles, each cycle consisting of 4 stages namely; 1. Planning, 2. Implementation, 3. Observation, 4. Reflection, data collection techniques used are observation and documentation methods, with data analysis techniques using descriptive percentages, results of research and discussion showing the results of evaluation of group learning in the first cycle of action I 1`4,66 began to develop (MB), and there was an increase in the second action 62% was developing, and in the results of evaluation of individual learning in action I 31% began to develop (MB), and 62.50%, then an increase occurred significant in the second cycle, among others, on the eveluation of learning cycle II group action I 75% and the second action 98.77%, while the results of individual learning on action I cycle II 87.5% and 98% in the second action. so that it can be concluded that in order to improve speaking skills using the method of telling stories in early childhood children education in pomarimoi Tomute Sungi villageof Tongute Sungi,sub-district of Ibu can increase optimally. Key words: speaking, story telling

The health promotion role of Australian early primary school teachers supporting students with type 1 diabetes.

Early primary school children with diabetes require adult support for insulin therapy and primary school teachers often fulfil this health promotion role. Availability of support is inconsistent across Australia and insulin administration at school is avoided for some children. The aims of the study were to explore the experiences of Australian early primary school teachers who were supporting a student using intensive insulin therapy and to identify facilitators and implications of this support. A qualitative research design using narrative inquiry was utilised. Early primary school teachers (n=11) from six Australian states/territories and across Government, Catholic and independent schools participated in semi-structured telephone interviews between August 2015 and May 2016. Narrative analysis was used to interpret the interview data. Six narrative threads told a collective story of early primary school teachers' experience of supporting a student using intensive insulin therapy. The factors that facilitated support were: suitable class allocation, a transition process, and diabetes education and diabetes models of care. The implications of providing intensive insulin therapy support were legal considerations and burden of responsibility. The outcome was that all teachers supported intensive insulin therapy. School teachers in this study had a pivotal role in promoting the health of students with type 1 diabetes. This role was often associated with anxiety and the burden of responsibility. Support strategies for teachers include formal diabetes skills training, ongoing assistance from both teacher's aides and Diabetes Educators, and greater understanding of the legal aspects of intensive insulin therapy support. The development of consistent health promotion policy for students with type 1 diabetes across all Australian schools is required. SO WHAT?: Adopting the supportive strategies for teachers identified in this study will further promote the health of early primary school children with type 1 diabetes.

Evaluation of an Educational Media on Cube Nets Based on Learning Effectiveness and Gamification Parameters

At most of elementary school, students learn cube nets from a books and teacher stories. As a three dimentional structure, a cube alsochapter should be taught using three dimentional media. It helps students to imagine the concept of the chapter. A cube has eleven nets, therefore it may be hard to get all of the nets and present them as media in front of students. This paper proposes a media education for cube nets learning. The media is software that developed for desktop utilizing. The software product from this method is tested to elementary school student. A pre test and post test is applied to know student’s skills about cube nets, before and after they used the application. Using Wilcoxon test, the result shows that p-value (0.017) < α (0.05). In other word, the students gain more scores after they use the educational media. The students are also given a questionnaire to valuate the application. From the questionnaire, conclude that the motivational affordance gain 87.14% while the physicological outcome gets 91.67%. Whereas the students give 90.57% for behavioural outcome

Del ecologismo como movimiento social a la educación ambiental como construcción histórica

Situando sus argumentos en las convergencias y divergencias que existen entre el «ambientalismo» y el «ecologismo» como movimientos sociales, el texto que presentamos analiza el desarrollo histórico de la Educación Ambiental como una respuesta pedagógica y social a la crisis ambiental en las últimas décadas. Para ello, se parte del concepto de campo social de Pierre Bourdieu y del análisis genealógico de Michel Foucault, desvelando sus significados –simbólicos y materiales– inherentes a los modos de construir el relato institucional, protagonizado fundamentalmente por la unesco y el pnuma, de la Educación Ambiental (ea) y su progresiva sustitución por la que ha dado en llamarse Educación para el Desarrollo Sostenible (eds). El afán alternativo y transformador de aquella (ea) se ha ido acomodando a las pretensiones reformistas de esta última (eds), en un contexto internacional que legitiman los Objetivos del Desarrollo Sostenible, sin que los movimientos ambientalistas, ecologistas y postecologistas estén articulando un plan de acción común, con propuestas educativas compartidas, coherentes y consistentes.

Feminismo y educación. Recorrido de un camino común

Este artículo tiene por objeto realizar el recorrido conjunto de educación y feminismo en el camino hacia la igualdad y emancipación de las mujeres en el mundo contemporáneo. Para ello, siguiendo cierto orden cronológico, se busca ilustrar de forma panorámica –pero con España como caso explicativo– las conquistas que han hecho posible acortar algunas distancias entre hombres y mujeres, y también los obstáculos que han dificultado su avance y afianzamiento. Se concluye con el análisis de algunos aspectos relevantes del complejo entramado en el que hoy se encuentran el feminismo y la educación, como consecuencia de los importantes cambios del siglo xxi y el rearme patriarcal que conllevan.

Wanted Dead or Alive: Bare Life, Non-Grievability and Spectrality in Ibrahim Nasrallah’s Prairies of Fever

ABSTRACTIbrahim Nasrallah’s Prairies of Fever narrates a fantastic story of an exiled teacher in Al-Qunfudhah, believed to be dead by the police and forced to pay his own funeral expenses. The text becomes more complex when he searches for his imaginary double but then is charged with murdering him. While this bizarre story is not independent of the historical backdrop of the disenfranchised refugees who moved to the oil-rich Arabian Peninsula to earn a living after the 1950s, I suggest that Nasrallah’s work illuminates the exile subjectivity in a broader context while covering its intricate faces. He shows how displaced people are exposed to ungrievable, thus dispensable lives and how their relationship with authority is constituted through banishment. Furthermore, he illustrates the shading of expatriates into spectral figures and their exposure to an infinite expulsion. This article will examine these themes by engaging with the concepts of grievability, bare life and spectrality.

How to select reading for application of pedagogical bibliotherapy? Insights from prospective teachers\u2019 identification processes

There is compelling evidence on the effectiveness of bibliotherapy for facilitating one’s development. Arguably, in teacher education, bibliotherapy has been shown to facilitate prospective teachers’ professional development. However, teacher educators may experience difficulties in finding relevant reading to stimulate prospective teachers’ identification process, which is essential if the application of pedagogical bibliotherapy is to be successful. This study is situated in a mathematics education course for prospective elementary school teachers and explores the features of relevant pedagogical reading via analysis of four prospective elementary school teachers’ identification processes with two case descriptions. The identification here relates to the reading of the so-called true stories; prospective teachers read stories of other prospective teachers from the same teacher education context. We outline the recommendations for the selection of reading material when applying pedagogical bibliotherapy in order to assist prospective teachers’ professional development.

Success stories of educators with socially neglected students: perceptions and support strategies

Socially neglected students are those who are unnoticed by their peers. Over time, this neglect may have a negative impact on their socio-emotional development. Therefore, the present study aimed to focus on educators’ perceptions and support strategies regarding these students. Ten case studies were analyzed, in which educators reported that they had succeeded in supporting a student who was unnoticed by the peers. It was found that prior to the support process, the educators described these students as lacking characteristics common to the peer group. Three objectives were identified in the educators’ support strategies: (1) strengthening the student in himself, (2) teaching the student social skills and (3) increasing the student’s involvement within the peer group. Success in the support process, however, was perceived by the educators as being primarily connected to achieving of the third objective. This indicates that educators attach great importance to the normative social involvement of socially neglected students. Alongside with these positive findings, some critical aspects regarding the essence of the educational support intervention and its objectives are raised.

초등학교 예비교사의 무용 교육봉사 경험과 교육대학교 무용 교육과정 탐색

초등학교 예비교사의 무용 교육봉사 경험과 교육대학교 무용 교육과정 탐색

Mathematics educator teacher stories

Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways that teacher stories sustain PTs and MTEs by creating a living counter-narrative to the narrative of teacher evaluation MTEs and PTs live in the United States. We argue that MTEs’ motivations for collecting PTs’ teacher stories are informed by MTEs’ life experiences and the development of MTEs’ views of teaching and learning to teach.

Integration as the New (General Education)

The story of American higher education in the 21st century is told in many ways. Some versions offer up a transcendental beacon of hope for our collective future prosperity, while other more widely circulated ones read like a faltering tale of desperation and despair. Of course, the truth likely falls somewhere in the middle, which makes sustained efforts to intentionally explore—and reshape—the nature of current and future educational efforts all the more relevant.

The Effect of Using Storytelling Strategy on Students’ Performance in Fractions

Research findings in the field of Mathematics Education emphasize that storytelling is an effective instructional tool in the teaching of mathematics, as it provides a meaningful context that attracts students’ interest and makes learning a pleasant process. The use of stories and fairy tales in the teaching of mathematics motivates students to learn and provides students with an authentic context to understand mathematical concepts and procedures. It is a clear way to incorporate mathematics into other, broader cognitive domains and promotes mathematical discussion in the classroom. The main purpose of this study was to investigate the role that the use of storytelling can play in teaching fractions to third grade students. The study sample consisted of 76 third graders, who attended two primary schools in the city of Florina (Greece). This sample was divided into experimental (n=38) and control (n=38) group. In this study target-focused teaching stories were used. These stories were written in accordance with the objectives of a new Curriculum for rational numbers teaching. The study results showed that the use of storytelling had a positive effect on students’ achievement in fractions, as the experimental group performed significantly better than the control group. The students who benefited most from the use of storytelling were those with medium, especially, with low performance. Finally, the use of storytelling had a positive effect on specific mathematical skills, such as comparing fractions, finding equivalent fractions, creating and manipulating representations and problem solving.

Unplugged Craftivism: A Story of Humans and Environmental Education

This is a written account of a keynote presentation given at the Council of Outdoor Educators of Ontario, annual conference in Canada. The conference themes included revival of the hand-made and Folk Schools. This article outlines the dramatic effects and hand-made props used to present an “unplugged” presentation that was simultaneously humourous and educational. The presentation began by drawing upon research from the field of anthropology that links the historical development of the brain with early flint-knapping skills. Following the introduction a rationale for understanding the importance of fibre and edge technology was conveyed. An exploration of hand skills was further explored by examining some materials and the design aspects involved in making clothing. The later part of the article describes the child developmental ideas that correspond with Waldorf Handwork programs and outlines the origin of two of North America’s largest Folk Schools. Short narrations occur throughout the paper and are used to emphasize the way making things with our hands link human’s environmental survival to human development and education. The paper concludes with three short stories that emphasize the importance of using our hands in conjunction with our minds to make the stuff of life we need to live.

The Effectiveness of Chants and Short Stories on Primary Stage Pupils’ Communication

<em>The aim of the study is to investigate the effectiveness of using chants and short stories in developing the third primary graders’ English communicative skills in Damietta governmental schools. In order to answer the questions of the study, the researcher adopted the quasi-experimental approach. The sample of the study consisted of 50 pupils from Dr Ahmed Zwail primary school in New Damietta city. The chants/songs and short stories were used with the study group in the second term of the academic school year (2014-2015). An oral communication test of six questions with 30 items was designed to be used as a pre-post test. The study indicated that there are statistically significant differences in mean scores of communicative skills test in favor of the post application. It also showed that there were statistically significant differences in mean scores of each of the communication skills in favor of the post application. In light of these results, the study recommended the necessity of using children chants/songs and short stories in teaching and learning. It also suggested that further researches should be conducted on the effect of songs and stories on the four skills of English language.</em>

BUILDING INDIA, A COUNTRY OF INNOVATIONS

Human evolution is the lengthy process of change by which people originated from ape-like ancestors. Scientific evidence shows that the physical and behavioral traits shared by all people originated from ape-like ancestors and evolved over a period of approximately six million years. Similarly, India’s education story is rich and interesting and has a long legacy and history. In the ancient days education was imparted orally by the sages and the scholars and the information was passed on from one generation to the other. ‘Guru Shishya Parampara’ was the prominent system of education that resulted in life long powerful bondage between the teacher and the taught. Schools were mostly the hermitages and cottages of the rishis and the seers. Soon after, the temples and the community centers became the temples of learning.

Re-thinking comparative education and religion: temptations, traditions, and politics

This article opens by refusing some traditional ways to approach the theme of comparative education and religion-and-education. Partly, this is because some topics, in terms of religion and education, have been well covered. More generally, there is an explicit refusal of the clichéd assumption that ‘comparative education articles’ compare (e.g. education systems in Argentina and Australia, or in Brazil and Bolivia; and so on), juxtaposing narratives on any-old-topic which interests the writer, provided the narratives are about two or more different countries. Fortunately, some current changes in the ‘epistemic gaze’ of comparative education create new levels of theoretical difficulty and permit a break from the classic political equilibrium problem of the liberal secular state juggling education policy choices and juggling competing religious groups. Starting from a different axiom, a sketch of new possibilities is offered. The sketch is theoretically clumsy but it opens up a strategically different way to tell comparative education stories, of the kind which traditionally we have not tried to tell. The conclusion of the article makes a guess about why religion and education might again become a major topic in comparative education.

Latina Dual Language Teachers’ Pedagogical Practices: Transnational Perspectives

This ethnographic study explored how the linguistic repertoires of K-2 Latina dual language teachers shape their pedagogical practices within public education on the U.S.-Mexico borderlands, the frontera (Anzaldúa, 1987; Staudt, 2008). Within a transnational context, pedagogical practices related to language use were analyzed drawing from theories of Funds of Knowledge (Moll, Amanti, Neff, & González, 1992; González, Moll, & Amanti, 2005), which values culturally developed pedagogies. The continua model of biliteracy (Hornberger, 2003) offers a theoretical lens through which to see teaching practice in complex bilingual settings. Drawing from sociocultural theory (NLG, 1996; Hornberger, 2004), data collection and analysis of interviews, observations, and artifacts, showed the intertwining of language and identity in practitioners’ narratives and practices. Within the borderlands, bilingualism and biliteracy practices illustrate both structure and agency. Bilingual educators benefit from practice that incorporates the full range of linguistic repertoires. The findings painted a portrait of how DL teachers’ languages, literacies, and identities intertwined to shape their pedagogical practice. The individual and collective stories of DL teachers, indicate that teacher preparation programs need to provide ample opportunities to explore identity formation, develop academic Spanish skills, and increase knowledge about the structure and implementation of bilingual education program models.

I LOVE TEACHING: The reflective stories of English teachers at achieving shools in Banda Aceh

The study explored the teachers teaching strategies in six high achieving schools in Banda Aceh. One main purpose of the study was to explore particular strategies teachers use in conducting teaching effectively. The study was approached using the qualitative classroom research. The settings of the study were six high achieving secondary schools in Banda Aceh. The data of the study were collected through in-depth semi-structured Interview, observation and also focus group discussion. The data which was analysed using coding techniques reveals that most teachers interviewed suggested that they feel teaching at schools was at ease, and this due to mostly their extensive teaching experiences, trainings and Students’ learning passion.