Donald Trump understood the power of narrative: Clinton was the villain of his story, he was the hero; the hero of the story was going to restore order to th...
Within the field of second language teacher education (SLTE), narrative has largely functioned as a vehicle for teacher inquiry, based on the assumption that such inquiry will ultimately bring about productive change in teachers and their teaching practices. Less attention has been paid to documenting what this change looks like or how engagement in narrative activities fosters teacher professional development. From a Vygotskian socioculturai theoretical perspective, we argue that the transformative power of narrative lies in its ability to ignite cognitive processes that can foster teacher professional development. We tease out the complex ways in which narrative functions as a mediational tool—narrative as externalization, verbalization, and systematic examination—in fostering teacher professional development, and we highlight the interplay between these functions by tracing teacher professional development in two teacher-authored narrative inquiries. We then turn to the centrality of narrative as a vehicle for teacher inquiry in transforming the field of SLTE itself. Specifically, we highlight various outlets, in both center and periphery contexts, where the products of teachers' narrative activities are functioning as a tool for knowledge-building and professional development practices that are working in consort to transform the professional landscape that constitutes the field of SLTE.
Community-based exhibits in 50 U.S. states and (at least) 23 countries raise awareness of intimate partner violence and promote prevention efforts by sharing the names and stories of individuals killed in domestic assaults.
Community Catalyst prepared the following storybanking guide to help you reach out to people in your area with compelling stories. Whether you are new to storybanking or a seasoned professional, this guide provides tips, hints and examples to find stories and to tell them to your audience. Please share your stories with us; the examples you provide can help others learn how storybanking helps.
D. Nguyen, D. Trieschnigg, и M. Theune. Proceedings of the 23rd ACM International Conference on Conference on Information and Knowledge Management, стр. 321--330. ACM, (2014)
K. Juuti, и J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).
Y. Mor, H. Mellar, N. Pachler, и C. Daly. Problems Investigations of E-Learning Patterns: Context Factors Solutions, Information Science Publishing, Hershey, PA, (2011)