Narrative learning through life: Kenyan teachers’ life-stories and narrative learning, and what this means for their relation to the teaching profession

Dahl, Kari Kragh Blume

doi:10.1016/j.ijedudev.2014.10.006

Cited by 6 publications

(8 citation statements)

References 41 publications

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“…Research has demonstrated that teacher education also covers unofficial curricula, negotiated by prospective teachers vis-a-vis the formal curriculum (Cornbleth, 2010; Dahl, 2014). Multiple sociocultural contexts, including everyday life and life at schools, impact teachers’ teaching (Dahl, 2012b, 2015; Monzó and Rueda, 2003). Scholars have argued that most human learning does not occur in formal contexts (Eraut, 2000: 114), but takes place in the spaces surrounding activities and events with a more overt formal purpose in a much wider variety of settings than formal education or training.…”

Section: Related Researchmentioning

confidence: 99%

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

Dahl

2015

Research in Comparative and International Education

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This study explores informal health education with a moralistic content in three Kenyan teacher training colleges and what it means for the development of a professional identity in health education studentteachers on a continent affected by far the largest number of health problems. Informal health education with a moralistic content is a kind of non-curricular health education which exists parallel to formal health education lessons, but which influences student-teachers' professional identity formation in complex ways by provoking resistance but also strengthening the community of student-teachers. The study used ethnographic methods and drew on a body of interrelated works in the field of sociocultural and critical educational theory and theory about professionalism to understand informal health education learning and processes of acquisition of professional identity. The findings document that in spite of institutional discipline and student-teachers' resistance to informal moralistic health education, informal health education also initiates peer learning and identity work as student-teachers negotiate what they consider an appropriate teacher identity in the complex structures of teacher training colleges. The study concludes that these processes strengthen student-teachers' sense of belonging to the teaching profession and thereby positively influence their professional identity.

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Section: Related Researchmentioning

confidence: 99%

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

Dahl

2015

Research in Comparative and International Education

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“…In the conditions of reforming the education system, foreign scientists investigate the value phenomena of educators, choosing different study objects and purpose: determining the value of technological literacy in the digital era for teachers (K. Ching) [9], defining the attitude to the inclusive education (M. Mäkinen) [8], to the teaching profession and its change, depending on the age and experience (К. Dahl) [7], to using different methods during the blended learning of primary school teachers (E. Cavicchiolo, F. Aliverninia, S. Manganellia) [11], to teaching practice (Y. Pulvermacher, A. Lefstein) [6], to integrating mobile games into primary school children's learning (P. Bandara) [16], to implementing online courses during the Covid-19 pandemic (M. Malik, T. Mirza, W. Mirza) [17], to implementing "electronic" primary schools (W. Khan, M. Rahaman) [18], to their own critical risks, successes and failures (D. Henriksen, M. Henderson, E. Creely) [10], etc.…”

Section: Research Resultsmentioning

confidence: 99%

“…For example, Y. Pulvermacher and A. Lefstein give special importance to the analysis of mini-stories, use audio and video recordings of small discourses [6]. Instead, K. Dahl analyses "life-long stories"large texts that illustrate the dynamics of teachers' attitude to the profession [7]. Most scientists use questionnaires with a certain number of questions (М. Mäkinen [8], K. Ching [9], D. Henriksen, M. Henderson, E. Creely et al [10]).…”

Section: Methodsmentioning

confidence: 99%

Primary School Teachers’ Attitude to the New Ukrainian School Reform

Khyzhniak¹,

Viktorenko²

2021

Proceedings of the International Conference on Economics, Law and Education Research (ELER 2021)

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The paper reveals the results of implementing the New Ukrainian School reform by analysing teachers' attitude to transformation processes in the national education system, as well as motives that influence their professional activities. Having analysed a great number of scientific works and monitoring researches of the results of implementing the New Ukrainian School reform, the authors disclose the lack of diagnosing the results of functioning the new school according to these criteria. The narrative method is considered to be the effective one for studying the phenomenon. The scientific research on the approaches to its organising, made by foreign scientists, allows defining the most feasible ones for achieving the paper purpose -a narrative framework "I and New Ukrainian School". It is developed as a Microsoft Word template and contains four content-structural blocks: general information about a respondent, the attitude to the teaching profession and the New Ukrainian School, personal experience, and prediction for the New Ukrainian School development. The qualitative and quantitative indicators of analysing the research results prove the positive dynamics in teachers' motivation and the general effectiveness of the New Ukrainian School reform for the national education system.

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“…One's positionality is not only formed by lived personal experiences but is shaped by the social constructs that make up those experiences (Dahl, 2015;Herr & Anderson, 2005). While everyone has their own personal viewpoints and opinions, those opinions are formed by experiencing life within social institutions.…”

Section: Introductionmentioning

confidence: 99%

My positionality as a teacher: my testimony as educator with a global perspective

Liegeot

2020

Trayectorias Humanas Trascontinentales

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When examining one’s positionality, it is impossible to ignore the outside influence of social institutions on personal viewpoints and opinions. My lived experiences from childhood to the present have helped me to realize the importance of giving marginalized groups a voice within education. From being an outsider to a new culture while studying in Spain to learning about the struggles of the indigenous peoples of Australia through personal narratives, my eyes were opened to the fact that marginalized groups are underrepresented in curriculums around the world. Experiencing various cultures and education systems around the world has given me a global perspective on how to implement an epistemically diverse curriculum in my classroom. An interdisciplinary educational approach would allow for various perspectives and ideas from different disciplines to come together in one classroom for a common goal of a well-rounded education for students.

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Narrative learning through life: Kenyan teachers’ life-stories and narrative learning, and what this means for their relation to the teaching profession

Cited by 6 publications

References 41 publications

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

Primary School Teachers’ Attitude to the New Ukrainian School Reform

My positionality as a teacher: my testimony as educator with a global perspective

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