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ЗАРУБІЖНИЙ ДОСВІД ЗАСТОСУВАННЯ НАРАТИВНИХМЕТОДИК: МИСТЕЦТВО ОПОВІДІ КРІСТЕЛ ОЕХЛМАНН

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Тимчук Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
30-42
XX
The article deals with the using of narrative methods in foreign educational practices as a part of personal-creative paradigm of future teacher’s training. Experience ofart narrative teaching in higher education institutions, particularly the author’s course «Art of storytelling» by German professor Christel Oehlmann are analysed. The structure of the course, which includes four functionally related components: «Story about yourself», «Free storytelling», «New stories», «Eternal Art of Storytelling» is described; stages of its implementationare characterized. The course of the narrative art isinteractive and includes a system of practical classes and trainings. According to its purpose the course covers a wide range of people: future teachers, educators, therapists, social workers, priests and parents, grandparents, all of those who communicate with children. The aim of the course is learning to create, to tell different stories, fairy tales, narratives, for all those who want to know themselves, to open sources of their own creativity, determine their creativite potentialin telling stories, learn about themselves something new. Five principles of the narrative skills are defined: the first principle –«External and internal freedom from assessment»; the second principle –«Rejection of hierarchy, rules and regulations»; the third principle –«Creating an atmosphere of confidence»; the fourth principle –«Recognition process as a goal»; the fifth principle – «Attribute of narrative learning is democratic».   Expected learning outcomes are formulated: 1. Development of the narrator’s confidence in himself: masteringa strategy which enables appearing of the story about his inner world, based on a sense of security and personal competence, courage to identify his feelings, create mental images and its expression in his own words. 2. The trust of the audience to the narrator, which is manifested in the ability to tell his own stories, to listen other stories etc. In this aspect design and application ofnarrative skill models and strategies issues require further study and development.
2

МЕТОДИКА СТВОРЕННЯ БІОГРАФІЧНИХ ЦИФРОВИХ НАРАТИВІВ В КОНТЕКСТІ ПЕДАГОГІЧНОЇ ОСВІТИ

100%
Тимчук Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
389-405
EN
The article deals with the methodic of digital biographical narratives creation; its structural components are presented, algorithm for creating digital biographical narratives is described in detail and the possibility of their usage in the training of future teachers is highlighted. It is noted that modern digital technologies have inexhaustible potential for improving the national education system, particularly when they are used by a teacher in the process of creation of active and educational fields of positive potential. Narrative-digital approach to the training of future teachers is characterized, the feature of which is fostering skills of critical perception of information in the media space, enriching creative activity, and forming skills of creation of figurative world through information and communication technologies. Biographical narrative is a narrative about life of a person; this narrative reflects sensory and emotional experience, evaluation of a person who created the narrative. Digital biographical narrative provides a representation of the narrative about a person’s life using information and communication technologies; it gives more opportunities to represent author’s reflection of the material using music, photos, images, colors, movies. For teachers it is important to obtain the methodic of creating digital biographical narratives, as their use in the educational process creates favorable conditions for the development of each student, because every human life is a treasury of experience, in which you can find answers to various questions. Successful application of the methods of creating biographical digital narratives involves mastering the methodology of scientific biographical research aimed at obtaining biographical data to study individual way of life and a person’s experience in different life contexts and vectors of development and the links between individual-psychological and social factors of influence on different stages of ontogeny of a personality. The sources of biographical data are personal documents (diaries, memoirs, notes, letters, photographs, videos, autobiography, autobiographical narrative, description, confession, autobiographical questionnaires) and fictions, memoirs, testimonies of relatives, friends, acquaintances, students, fellow-fighters, materials of interview, interviews, videos, newspaper reports, protocols, written requests, results of questionnaires and others. It is necessary to note that in the biographical studies different interpretative models are used. They are oriented not only on the output of general explanations and patterns, but on understanding the subjective meaning of events from the perspective of a researcher. The probability of interpretation depends on the comparison of information from different sources and critical assessment of own messages. Results of biographical research are the basis for creating digital biographical narratives that become one of the important interactive forms of modern communication. Digital narratives include: digital texts, presentations, stories posted on blogs, video blogs, photo collages, videos, animated films, descriptions of events in social networks and others. The methods of creating digital biographical narratives about the life path of the prominent personalities involve a combination of biographical research methods (conceptualization of a creative idea about a choice of personalities – the subject of study; conducting biographical research; determination of conditions that positively and negatively influenced the development of an individual) with technologies of creation and presentation of digital narratives (design of a component structure of narrative-reflexive nature, problematic of a text, implementation of educational and creative digital project).The methodology structure of creating biographical narratives follows the model of creation digital narratives by future teachers, and involves five interrelated components (concepts): axiological-motivational, content, technology-based, praxeological-creative, and result-reflective. Theoretical analysis of the biographical studies application presented in different information sources, and conducted experimental study give a reason to believe that it is quite essential for a teacher to be able to select and create digital biographical narratives that are important to the motivation of educational activity, change in behavior, ability to rethink history and experience of others, development of creative abilities in the process of creating own histories, forming own point of view on different moments of life. The results of pedagogical research on the effectiveness of the methods of creating digital biographical narratives in the training of future teachers need further exploration.
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