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1

“When a foreign language learner becomes a foreign language teacher…” – A cross-cultural study into the affective domain of teaching

100%

Kiliańska-Przybyło G., Bedir H., Can C.

Glottodidactica

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2012

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vol. 39

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issue 2

61-74

EN

The aim of this paper is to characterize early experiences of future teachers of English in Polish and Turkish contexts; describe their emotions and attitudes as well as analyze their evaluations of the past situations. When a foreign language learner becomes a foreign language teacher…, firstly s/he has to transform from a FL student to a FL teacher, develop the ability to talk about one’s early experiences and relate them to future growth. In this sense, narrative inquiry largely helps in contextualizing and transforming one’s experience. The data collected for the study involve narratives produced by Turkish and Polish teacher trainees.

2

Opening the Door of the Haunted House: An Inquiry of the Nostalgic Experience

88%

Golovátina-Mora P.

Jednak Książki. Gdańskie Czasopismo Humanistyczne

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2018

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issue 9 "Memory, Melancholy and Nostalgia"

133-144

EN

The article explores nostalgia as a cognitive and affective mechanism of memory aimed at the restoration and healing of one’s Self and developing knowledge of one’s Self by means of involving oneself in the individual or collective past. Employing method of narrative inquiry with the elements of autobiographical inquiry and fiction writing, the article focuses primarily on the individual nostalgic experience unlike nostalgia as a collective phenomenon. The article relies on interpretative analysis of the author’s short stories, selected diary entries, interviews with female immigrants in Colombia and travel blog entries in the broader context of the sociological, psychological and philosophical studies of memory and nostalgia and literary and cinematic works that explore the relevant topics.

3

Internationalisation in higher education through a 'critical event' narrative inquiry: perspectives from three higher education systems

88%

Mertová P.

Studia paedagogica

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2013

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issue 4

115-128

EN

This paper discusses a study of senior academics’ perspectives on internationalisation in three higher education systems: Czech, English and Australian which utilised a critical event narrative inquiry method. It gives a brief background on the origins of the current focus on internationalisation in higher education. It outlines the trends and dimensions. Further, it explains the research method utilised in this study – a critical event narrative inquiry method. The paper outlines the different types of critical events drawn from interviews conducted with senior academics in the three higher education systems. And finally, the overall findings of the research study are summarised drawing out general/common (not specific to any one HE system) and culture-specific (unique to an individual HE system) aspects/issues within their higher education contexts of internationalisation highlighted in the critical events described by academics.

4

Positive Youth Action Towards Climate Change

75%

Buttigieg K., Pace P.

Journal of Teacher Education for Sustainability

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2013

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vol. 15

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issue 1

15-47

EN

This study focuses on the experiences of young people who are leaders of change in the environmental field. This study views environmental activism as a personal commitment towards pro-environmental behaviour. The motivations and challenges of such work are viewed as important to learn more not only about volunteering in environmental organisations, but also about pro-environmental behaviour. The main research problem was to explore these individualsí present and past life experiences, in the light of their activism, towards the issue of climate change. Narrative inquiry was chosen as a methodology for this research as it gives importance to experience and facilitates the study of an issue in all of its wholeness and complexity. The research involved in-depth interviews with three participants as well as living alongside the participants in an effort to build a relationship with them and to experience being an environmental activist. The participants were members of a local environmental organisation ñ Friends of the Earth (Malta). The outcomes of this study provide an opportunity for reflection on the factors that affect pro-environmental attitudes and behaviour and their implications on environmental education. This reflection will enable informed efforts to engage more young people in environmental activism. From the narratives produced, it is clear that there is no single factor that is optimal for promoting pro-environmental behaviour and environmental activism. These are, in fact, determined by a combination of interrelated factors.

5

PISEMNA AUTONARRACJA W BADANIU RÓŻNIC INDYWIDUALNYCH W GLOTTODYDAKTYCE

75%

Smuk M.

Neofilolog

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2017

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issue 48/1

41-54

EN

In general terms, this article presents the practical aspects of narrative forms in research on the process of foreign language learning and teaching. In detail, its purpose is to describe the written auto-narration inquiry concerning the impact of individual factors (savoir-être) in the course of language learning. The article contains a description of the object, the purpose as well as the opinions and feelings of the respondents on the practical implementation of their auto-narrative inquiries.

6

Minu lapsepolve ‘onn’ ja ‘onnetus’ seoses hariduse ja oppimisega: uliopilaste malestusi kooliajast

75%

Soo K., Kutsar D.

Mäetagused

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2019

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vol. 74

99-124

EN

This article focuses on young adults’ autobiographical memories of childhood. The aim was to explore which lucky and unlucky events students recollected concerning school attendance, how they presented themselves and other important persons and which meanings these memories had for narrators. The data consisted of 70 memories. In 2015–2017, the undergraduate students, who participated in the course “Children and Childhoods”, were asked to write two recollections about lucky and unlucky experiences concerning education and learning, with the aim to re-connect them with their own childhood experiences. This cognitive exercise tried to overcome the childhood amnesia of young adults who are struggling with the creation of their own life career, leaving childhood behind (also called as quarter-life crisis by Arnett, 2007). We applied the method of thematic qualitative analysis. The following categories were revealed in the narratives: event considered as ‘happy’ or ‘unhappy’, self-description, description of others, emotions, assessment of the experiences, meanings of the experiences for the present life. In the ‘happy’ memories, the students mainly described supportive, encouraging, and motivating teachers and parents who were able to raise their interest in learning and attending school. Another source of happiness was getting good grades, participating in competitions, and gaining recognition by teachers and parents. Positive social relationships at school, including well-integrated classmates, understanding and caring teachers, and exciting school events, played an important role in ‘happy’ memories. Emotions and effects described in the ‘happy’ memories consisted of pride, high self-esteem, success, and desire to learn and have high academic achievement. Experience of school bullying was the prevailing topic memorised as ‘unhappy’. The narrators told stories from the positions of both the victim and the bystander. They mentioned the reasons of bullying, such as good grades and success in schoolwork, different appearance and ethnic background, and poor material conditions of the family. The bullies were mostly classmates and older pupils, in one case a teacher. The students narrated that bullying caused social isolation, feeling of hopelessness, and decline of self-esteem. Most of the stories about bullying came to positive solutions, but the teachers, as written by the students, were seldom the persons who provided help or even noticed the victim. The ‘unhappy’ memories included experiences with the teachers who depreciated pupils, treated them unfairly or were too strict and demanding. The unprofessional teachers caused disappointment and loss of confidence. The students wrote in the ‘unhappy’ stories that they were afraid of answering at the blackboard and disclosing a bad grade to their parents. The narrators described how they tried to hide the bad grade from their parents by falsifying it or parent’s signature in the school report. Parents’ supportive reaction to their wrong behaviour astonished the students. In the identity talks, they were studious, conscientious and active children. In the memories of ‘unlucky’ experiences, the students represented themselves as sufferers who, thanks to personal strengths or someone’s assistance, were able to resolve the unpleasant situation and achieve the desired goal (e.g., to finish school, to enter university). In sum, childhood autobiographical memories of school attendance were related to social relationships and important persons in children’s lives. Moreover, the cognitive exercise of re-connecting young adults with their childhoods opened a way to lively discussions in the course “Children and Childhoods”, and prepared students for in-depth understanding of children’s subjective worlds.

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