| Autor: |
Giner-Gomis, Antonio, Jesús Iglesias-Martinez, Marcos, Lozano-Cabezas, Inés, Mayela Brenes-Maltez, Perla |
| Předmět: |
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| Zdroj: |
International Journal of Educational Methodology (Eurasian Society of Educational Research); Feb2022, Vol. 8 Issue 1, p179-189, 11p |
| Abstrakt: |
The objective of this study was to promote the use of metaphorical stories based on classical Greek myths in academic teacher training. The aim is to favour processes of personal assemblage and the constitution of teacher identity. Based on 8 classical myths, 4 of them featuring a female character and another 4 a male character, the group of participants narrated positive as well as disappointing experiences they had lived through during their academic training. Moreover, they selected the myths, among those proposed, that provided the metaphors that best described their specific personal trajectories. Adopting a qualitative approach, we followed a narrative-biographical tradition and collected 37 stories. This narrative corpus was analysed using the AQUAD software. The results showed that classical Greek myths contain and provide a powerful and illuminating narrative scaffolding, helping students to adopt a different perspective in the narration of their own academic trajectories. The myths equally helped them to become more aware of the most genuine life and personal experiences that shaped their own teacher identity. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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