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Telling a story - being a teacher

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Ola Henricsson
Silwa Claesson
Publicerad i Abstract book NERA Conference Uppsala 6/3 2019
Publiceringsår 2019
Publicerad vid Institutionen för didaktik och pedagogisk profession
Språk en
Ämneskategorier Pedagogiskt arbete, Didaktik, Utbildningsvetenskap

Sammanfattning

It seems as everyone remembers a teacher who told a folktale, a myth or retold a story from his or her own life, and it is no wonder because storytelling is deeply intergrowth with the act of teaching. In this paper teachers´ storytelling is consider as interwoven with the core of teaching and our interest in storytelling brought us to collaboration with an Indian Storytelling organization, Kathalaya in Bangalore in South India. India has a school system which is very much the same as the ancient English empire school system and the influence of resent research on learning and theories have not brought any decisive influence in the everyday Indian school contexts. Instead, despite a fairly rigid school system stories are told. The overall aim with this article to explore from a phenomenological perspective how teacher’s in Karnataka, India reflect on their own, embodied, storytelling in classroom situations. We discuss the teachers’ reasoning about their storytelling in three different themes: Being a teacher somewhere, Being a teacher of something and Being a teacher with someone. In this study we consider the Indian teachers’ way to use storytelling in teaching as embodied teaching – as a way of being-with the students in pedagogical situations. There is a close connection to the content being taught and unfold from pedagogical knowledge and care. The reason to tell stories, according to the teachers is an answer to a question or issue in a pedagogical occasion in situated praxis.

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