Search results

1

Narratives in intergenerational communication: Collaborating with the other

100%

Kiełkiewicz-Janowiak A.

Poznań Studies in Contemporary Linguistics

|

2012

|

vol. 48

77-101

EN

In a setting featuring communicators of different generations, linguistic variation co-occurs with strongly categorizing expectations shaped by normative views of age identities, roles and discourses. On the other hand, social actors consciously use linguistic means to achieve a variety of ends, for example claiming common or distinct ground (with/from others) by sharing or contesting meanings. Narrative is one of these means. In the context researched here it involves not only life course accounts or longer autobiographic narratives, but also small stories (cf. Bamberg and Georgakopoulou 2008). Although researchers (e.g. Kemper et al. 1989) found an age-related decrement in the complexity of stories told by adults, which is due to working memory limitations, intergenerational conversations are full of narratives which the older and the younger co-produce. In a set of interviews, interlocutors of disparate generations shared stories on a variety of topics. The qualitative analysis focused on the mechanisms of the stories being collaboratively produced and the patterns of participants taking on their telling roles. In the results, the short, personal narratives are shown to be the interactional achievement of communicative goals. Storytelling in interaction is an individual self-projection, shaped by specific social values and drawn from specific cultural resources, and, importantly, accomplished together with the interlocutor.

2

Typologia nauczycielskiej refleksji dotyczącej pracy z uczniami

72%

Szymczak J.

Problemy Wczesnej Edukacji

|

2017

|

vol. 13

|

issue 3(38)

50-60

EN

The article constitutes an attempt to present a typology of reflection concerning working with students, which was constructed due to the work with an empirical data. The main aim of this paper was to provide answers to questions of in what way and with reference to what the early education teachers taking part in the research made a reflection concerning working with students. There was implied a specific research way, whose construction and participation in provided an opportunity to recreate this typology. Theoretical and methodological solutions (and their value for the project) used in the research process were highlighted. In addition, the article comprises the role which may be played in the educational practice – especially with reference to the work with teachers (-to-be)– by the typology documented in the data.

3

Co się dzieje w umysłach nauczycieli, kiedy myślą o pracy z uczniami?

58%

Szymczak J.

Teraźniejszość – Człowiek – Edukacja

|

2017

|

vol. 20

|

issue 3(79)

117-130

EN

The article is an attempt to present the reflection models concerning working with students, which were constructed based on the analysis of the data gathered in a research project. I focused on providing the answer to the question of how doing reflection on working with students is documented in the narration of the research participants, i.e. early education teachers. I also tried to reconstruct a specific reflection way, which was created and followed by the interviewees. I tried to consider such aspects as: what triggers reflection?; how does reflection proceed?; what does it lead to?; when does doing reflection end? Moreover, I presented a strategy which was documented in the empirical data, and which the research participants used in order to stimulate their own thinking process, and named it talking for thinking. I emphasised the methodological solutions which were used in the research, i.e. an episodic interview and the grounded theory from the perspective of K. Charmaz. I took account of the following theories which allowed me to build a theoretical framework for thinking about reflection and methodological proceeding: constructivism from the perspective of H. Berner, N. Goodman and K. J. Gergen; the constructivist model of cognition and the non-classical sociology of knowledge from the perspective of A. Zybertowicz, A. Gidden’s structuration theory, H. Blumer and E. Goffman’s symbolic interactionism, phenomenology from the perspective of E. Husserl, P. L. Berger and T. Luckmann, and A. Schütz, J. Burner’s sociocultural approach, J. Dewey’s concept of reflective thinking, J. Kozielecki’s concept of human cognition and E. J. Langer’s notions of mindfulness and mindlessness. In the paper, I made an attempt to create a cultural space for considerations about early education teachers’ reflection concerning working with students.

PL

W niniejszym artykule przedstawiłam modele refleksji dotyczącej pracy z uczniami, które stworzyłam na podstawie danych uzyskanych w ramach zrealizowanego projektu badawczego. Skoncentrowałam się na udzieleniu odpowiedzi na pytanie, jak przejawia się namysł w odniesieniu do pracy z uczniami w narracjach nauczycieli wczesnej edukacji. Zrekonstruowałam swoistą drogę zastanawiania się, którą kreowali rozmówcy. Starałam się uwzględnić takie aspekty, jak: czym inicjowany jest namysł?; w jaki sposób on przebiega?; do czego prowadzi?; w którym momencie refleksja się kończy? Przedstawiłam także ujawniającą się w materiale empirycznym strategię, za pośrednictwem której uczestnicy projektu stymulowali własny proces myślenia, nazwaną „mówieniem dla myślenia”. Zaakcentowałam zastosowane rozwiązania metodologiczne, tj. wywiad epizodyczny i metodologię teorii ugruntowanej w danych w ujęciu K. Charmaz. Uwzględniłam także wybrane stanowiska przedstawicieli fenomenologii i konstruktywistycznego nurtu w naukach społecznych. Zależało mi, aby tekst stworzył przestrzeń kulturową dla rozważań o namyśle nauczycieli wczesnej edukacji dotyczącym pracy z uczniami.

Refine search results

1 Poznań Studies in Contemporary Linguistics

1 Problemy Wczesnej Edukacji

1 Teraźniejszość – Człowiek – Edukacja

2 Szymczak J.

1 Kiełkiewicz-Janowiak A.

2 2017

1 2012

Narratives in intergenerational communication: Collaborating with the other

Typologia nauczycielskiej refleksji dotyczącej pracy z uczniami

Co się dzieje w umysłach nauczycieli, kiedy myślą o pracy z uczniami?