Teacher Narrative: Jamie

RESUMEN: En este artículo me centro en un apartado específico de la narrativa que tiene particular relevancia para los educadores de todos los niveles educativos: la narrativa personal de los profesores. Se subrayan así algunas características claves de la narrativa: A) proporcionar significado a la experiencia temporal y a las acciones personales, B) sintetizar las acciones y los sucesos cotidianos en unidades de episodios, C) estructurar los sucesos del pasado y planear los sucesos del futuro. Voy a usar los términos narrativa del profesor (o relatos de los profesores) para referirme a los sucesos o acontecimientos de las experiencias en el aula, compartidas bien a través del lenguaje oral o escrito, y usadas para ayudar a los profesores a pensar más profundamente sobre el significado de la enseñanza, el aprendizaje y ayudar a crecer personalmente y a cambiar, tanto profesional como personalmente. Este artículo discute las consecuencias positivas y negativas de los diferentes modos de desarrollar la identidad de los profesores desde una perspectiva filosófica.ABSTRACT: In this paper I focus on a subset of narrative that has particular relevance for educators at all levels: the teacher personal narrative. It highlights some key features of the narrative: A) ascribing meaning to temporal experience and personal actions, B) synthesizing everyday actions and events into episodic units, C) structuring past events and planning future events. I am using the terms teacher narrative (or teacher's story) to refer to acttual accounts of classroom experience, shared via written or oral language, and used to help teachers think more deeply about the meaning of teaching and learning and to grow and change, both personally and profesionally. This paper discuss the positive and negative consequences of the different ways to develop the teachers' identity from a philosophical perspective.

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Peyo Yavorov in the Memoirs of Dora Gabe – Multiplication of the Narrative

Bulgarski Ezik i Literatura-Bulgarian Language and Literature ◽

10.53656/bel2021-5-7.dgab.memory ◽

2021 ◽

Vol 63 (5) ◽

pp. 552-563

Author(s):

Teodora Kashilska ◽

Keyword(s):

Central Place ◽

The Other ◽

Teacher Narrative ◽

The 1950S

The article examines the construction of memory in the memoir world of Dora Gabe and the presence of Peyo Yavorov in it. The text follows the chronology of the poetess' memoirs and analyses three narratives about Peyo Yavorov – the “ﬁrst teacher”, the man whom she knows and understands and lastly the lost Yavorov. The “ﬁrst teacher” narrative occupies a central place in Dora Gabe's memoirs of the poet in the 1920s and 1930s and convincingly brings forward the ﬁgure of Dora Gabe herself – these texts outline the image of the poetess, building the foundations of her own biography. The other two narratives are most pronounced in Dora Gabe's texts in the 1950s, and through them the poetess became involved in the process of acquitting and rehabilitating Peyo Yavorov in the period after 1944.

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