The Performative Relation Between Storyteller, Story, and Children

Aadland, Kristin

doi:10.1007/978-94-6300-414-5_4

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…Within the context of this study, teachers are in a middle place as both receivers and disseminators of stories within a TSP. They are positioned to consider their own stories and explanations, those of the scientists, those that are co-constructed together, and then synthesize these into still another story to be shared with their students (Aadland, 2016). While this final story must include elements of narrative appetite if it is to be effective with students (Norris et al, 2005), arguably the teachers must also have a sense of narrative appetite as the story is generated in real time or they are likely to disregard the developing story altogether.…”

Section: Co-creating Stories As Learningmentioning

confidence: 99%

“…As storytellers, the teachers were in a complex position as they received others' stories, lived their own stories and then tried to package those into entirely revised stories for their own students (Aadland, 2016). In doing so, they needed to readily transition back and forth between different contexts, both real and abstract.…”

Section: Developing a Sense Of Storymentioning

confidence: 99%

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Teachers Becoming Actors in Authentic Data Stories

Giamellaro¹

2019

Proceedings of the 2019 AERA Annual Meeting

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In this case study, teachers participated a place-based teacher-scientist partnership intended to help teachers use authentic data for science and math instruction. Teachers worked with scientists in the field to practice data collection and analysis with the authentic data. This case study focused on how narrative structure was used to contextualize and convey meaning from the scientists to the students. Participant interviews, focus groups, and researcher notes were qualitatively analyzed through production and testing of propositions. The results show that teacher narratives are based heavily on the scientists' "stories" with some inclusion of teachers' own field experiences and authentic data. Teachers serve as participant-narrators in the stories rather than central agents and they use the elements of narrative structure to frame knowledge that is co-constructed by the scientists, teachers, and students. This model of transfer through story is described in detail along with implications for research and practice.

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Section: Co-creating Stories As Learningmentioning

confidence: 99%

Section: Developing a Sense Of Storymentioning

confidence: 99%