Guide Schooling Learning Teaching:Toward Narrative Pedagogy

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While in no way anti-scientific, the book revitalizes faith in experience and meaning in education. It is a fine and timely message. I join the ranks of reviewers that found this long awaited book to be a true gift to me as a teacher and an administrator. If you dwell in the world of higher education, you are familiar with all the challenges associated with standard ways of teaching and learning.

Our experience, in taking this journey toward narrative pedagogy, includes the creation of a relationship based learning community with students at the center, increased student success, and increased faculty and student satisfaction. Toward Narrative Pedagogy I urge you to purchase this award winning book and open yourself to new ways of thinking. That in itself is a tremendous accomplishment. I was not disappointed!

Chapters are incredible conversations of teachers in nursing who share the same problems every teacher experiences in the classroom.

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Teaching is not for wimps and new ways of thinking about schooling, learning and teaching are hard to come by, which makes this book even more important for every teacher to read. While this book is a challenge for the reader unfamiliar with hermeneutic phenomenology, it is well worth every minute of thinking time. It really got me thinking. I love this book! An earlier reviewer is somewhat disparaging about Nancy and John Dieklemann's masterly book, School Learning Teaching.

I can understand how foreign it might feel to a reader unfamiliar with a phenomenological philosophical approach.

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However, there are those of us who have been lead into phenomenology research, and narrative pedagogy, through the teaching of the Diekelmanns. Over time, we have come to understand and embrace the language and the style. We now recognise that the way itself is as important as the content.

One has to be prepared to think in a more mindful and contemplative manner, to read in small bite sized pieces, to mull and reflect on one's preunderstandings and prejudices. From our considerable experience as nursing and midwifery educators, we know that every time we open this both we come to understand afresh. We are drawn into thinking. We'see' with greater clarity. We are inspired and excited.

Narrative pedagogy: rethinking nursing education. - PubMed - NCBI

This is not a book to read as one would read a novel. This is a book to dwell with, to re-visit time and again, to savour. It is a valuable repository of questions and thoughts that will always provoke thinking. See all 11 reviews. Most recent customer reviews. Toward a Narrative Pedagogy. Published on December 19, Published on December 15, Published on December 14, Published on December 12, Published on December 10, Published on October 22, Amazon Giveaway allows you to run promotional giveaways in order to create buzz, reward your audience, and attract new followers and customers.

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Narrative pedagogy: rethinking nursing education.

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AmazonGlobal Ship Orders Internationally. Amazon Inspire Digital Educational Resources. Interpretive practices created in the teaching and learning environment demonstrate formation of new knowledge, which is socially constructed [ 17 , 18 , 19 , 20 ]. The interpretative practices allow opportunities for the students and teachers to communally think through the contexts of patient care, furthering their current understandings. Vital to this, communal experience and interpretive practice is the Concernful Practice of Listening: This hermeneutic phenomenological study is a multi-site, international study of nurse educators who enabled NP in their courses.

The participants consisted of nine nurse educators and one midwifery educator. Following approval by the university Institutional Review Board, the investigator used unstructured interviews of the participants over a span of two years. To begin the interviews, the investigator asked participants to discuss how they became familiar with NP and enabled it in their own teaching practices.

Following this description, the participants were invited to share their experiences with the Concernful Practice Listening: Specifically, participants were asked to relate those experiences in which listening stood out to them as important in teaching and learning. The investigator coded data using MaxQDA and identified themes using a six-phase process derived from a combination of interpretative methodologies presented in the literature [ 21 , 22 , 23 , 24 , 25 ]. During all phases of analysis, several philosophical works including Gadamer [ 26 ] and Heidegger [ 27 ] were used in addition to literature related to nursing education and the notion of listening across the health professions literature.

Pseudonyms were used for the names of participants to conceal their identity. Two themes were explicated in this study, one, Listening as Dialogue, is presented here. The participants in this study described ways they attended to students in a collaborative manner when enabling NP. One of the participants, Heather, had been teaching in nursing education for several years. Heather described enabling NP in her everyday teaching practices and believed it created an environment where students felt they had a voice in their learning experiences.

So talking about privilege and power is a really sensitive issue. How did the students respond to her? That was really interesting. There was silence a little bit afterwards…. During the ensuing dialogue, a previously reticent student speaks up, eloquently describing her experience as a person of color. When asked how she experienced this exchange Heather shared: How did what Susie said; what are you thinking about that?

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Importantly, Heather is not quiescent in the discussion she described, but rather she participates in the discussion by asking questions and inviting other students to contribute to the dialogue as it unfolds. Heather speaks with students in the shared dialogue and students similarly speak with each other and not just to her as the teacher, but as a person. Through these discussions, together with her questions, students hone their interpretive practice are able to consider perspectives quite different from their own.

In content-laden curricula that are common in nursing [ 14 ], it is often difficult for teachers to create time for discussions that engage students in listening to and considering perspectives different than their own and for sharing their thinking in ways that fosters knowing and connecting. Fostering such interpretive practices, however, can help students consider themselves as nurses, and those for whom they provide care in new ways [ 28 ]. That is not to say that the discussions, such as the one Heather fostered in her classroom, were always successful or transformative.

Gina, a less experienced teacher, shared: We do a lot of definitions and we do case studies, but I go through the broad strokes about sodium and potassium, all of that with slides. When you say you lose them a little, how do you determine that? When do you know you lost them?

Have they done any reading or are we starting fresh? So I do ask a lot of questions and try to engage what they know to bring it into the conversation. Gina seeks to enable NP in her classroom, but invites dialogue focused on correctly answering the questions asked i. Clearly, it is important for students to learn about fluid and electrolytes and nursing teachers spend a lot of time in their courses teaching physiological concepts such as these. NP fosters communally publicly sharing and interpreting experiences in which teacher and students engage.

It requires being with each other in a different way. Thought of in this way, neither a student or teacher dominate the dialogue, all must be in it together. Listening as Dialogue was not merely an exchange of a conversation; it was centered on interpretive acts that accompany the experiences of teaching and learning. Jayna, a teacher who had enabled NP for several years shared: The woman [patient] had talked about how she was having screening for fetal abnormalities and she talked about if her baby did have an abnormality then she would consider terminating the pregnancy.

If we had a baby with an abnormality, we would just have it and love it. I thought that whatever a woman did would be absolutely fine. As a professional, you have to acknowledge your own beliefs, put them to one side…I thought that was a really good thing to happen through dialogue and could all be verbalized and then hopefully when she goes into practice, she can just put that in the back of her mind. Jayna experienced listening by allowing time for interpretation of those thoughts and biases that were imperceptible prior to the discussion. The listening and co-responding to narrative accounts encouraged reflection on ways of being in the world and ways of being a nurse.

The student was unlearning the previous ways she thought about having a baby with an abnormality and, through that interpretation, changed the way she thought about being a nurse. The narrative allowed the student to interpret this bias and Jayna experienced listening by attending to the dialogue as the student realized this on her own. Jayna described how she was listening to her students and through the narrative accounts, interpretation ensued. The experience of listening in which the participants, at times, would experience a sense of not listening or a lack of connection may have been elicited for a variety of reasons.

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Gina and Heather both described experiences of listening or not listening that were uniquely distinct. Important to dialogue was the co-understanding of another view to expand how the content was interpreted and understood. Listening as Dialogue and co-understanding occurs in various ways allowing for interpretive acts, regardless of pedagogical strategies used along with enabling NP.

Patient care has changed dramatically in the past decade and approaches to teaching and learning need to respond to the complexity of this change in the current health care system. The findings of this study provide a different way of thinking about teaching and learning that extends traditional pedagogical approaches. The experience of listening described by Heather and Jayna furthered interpretative practices that enhanced how students could think through a situation from multiple perspectives and explore biases.

When NP is enabled, it may be used alongside other approaches to teaching and learning and creates a way to publicly interpret experiences commonly experienced in patient care. The focus shifts away from the teacher as the purveyor of knowledge and towards a collective dialogue.