scholarly journals Los mediadores literarios de los futuros maestros. Exploración de los relatos de vida literaria

2021 ◽  
Vol 12 (2) ◽  
pp. 1-19
Author(s):  
Elisabet Contreras Barceló ◽  
Keyword(s):  
Recognition Test ◽  
Life Story ◽  
Belief System ◽  
Literary Biography ◽  
Teaching Literature ◽  
Literary Life ◽  
The University ◽  
Dual Degree ◽  
Literary Experiences ◽  
Futuros Maestros

This work is part of the research in the field of teaching literature and the profile of the reader and the belief system of teachers in initial training. Its objective is to delve into the literary biography of future teachers, paying special attention to who their literary mediators were, since, possibly, they end up acting as mediation models in their future tasks as teachers. To carry out this research we use an Author Recognition Test to establish the degree of familiarity of students with literature, and the literary life story of the 35 students of the dual degree in Infant and Primary Education at the University of Barcelona, that configure the sample. The results, which are constructed from a qualitative approach to literary life stories and the quantitative data from the Author Recognition Test, show a nuanced relationship between the degree of familiarity of students with literature and the type of literary mediator and literary experiences lived so far.

Teaching Literature among Pre-Service Teachers: Challenges and Solutions

2021 ◽  
Vol 8 (1) ◽  
pp. 95-103
Author(s):  
Ain Suraya Harun ◽  
Norhanim Abdul Samat
Keyword(s):  
Time Management ◽  
Public University ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Teacher Trainees ◽  
The Subject ◽  
The University

Teacher trainees should be prepared to teach and exposed to the approaches, models, and techniques of literature teaching. Being ready can also boost their confidence to teach literature so that the lessons can be delivered smoothly.  These teachers are so new to teaching that they might face difficulties when teaching English, specifically literature. There are teaching techniques, strategies and approaches that those pre-service teachers can investigate to understand better how to apply in their teaching. Additionally, their lack of exposure towards literature teaching can also affect the performance of teaching. This paper seeks to investigate pre-service teachers’ readiness to teach literature in schools and the challenges faced by them while teaching literature. It also attempts to offer suggestions to improve better literature teaching. This mixed method research study used questionnaires distributed to 22 TESL pre-service teachers from a public university in Johor. Additionally, semi-structured interviews were conducted with two lecturers who have vast experiences in supervising pre-service teachers at schools. Results show that a majority of fourth year TESL students are ready to teach literature with the training and courses provided by the university. Also, among the challenges that they faced are time management and their students’ feelings on the subject. This study hopes to provide insights to training teachers on literature teaching.

““Prisoners for Freedom””: The Prisoners Issue Before and After Oslo

2006 ◽  
Vol 36 (1) ◽  
pp. 71-80
Author(s):  
Um Jabr Wishah
Keyword(s):  
Oral History ◽  
Health Program ◽  
Life Story ◽  
Mental Health Program ◽  
Arab Countries ◽  
The Third ◽  
Before And After ◽  
Community Mental Health Program ◽  
Village Life ◽  
The University

This is the third and final installment of Um Jabr's ““life story,”” earlier segments of which——on village life in pre-1948 Palestine and on the 1948 war and its aftermath——were published in JPS 138 (winter 2006) and JPS 140 (summer 2006). The current excerpts focus on Um Jabr's intense involvement in the prisoner issue that began when two of her sons were in Israeli jails. In particular, her activism took the form of organizing other women to visit prisoners from Arab countries who had no one to visit them on the twice monthly visits allowed. Um Jabr's 36,000-word ““life story”” was one of seven collected as part of an oral history project, as yet unpublished, carried out by Barbara Bill, an Australian who since 1996 has worked with the Women's Empowerment Project of the Gaza Community Mental Health Program, and Ghada Ageel, a refugee from al-Bureij camp now earning her Ph.D. at the University of Exeter in England. The women who participated in the project were interviewed a number of times during the first half of 2001; after the tapes were transcribed, the memories were set down exactly as they were told, the only ““editing”” being the integration of material from the various interviews into one ““life story.”” Um Jabr, who was in her early 70s at the time of the interviews, still lives in al-Bureij camp, where she has since 1950.

scholarly journals Constructing the self in later life: The life story of Selaelo Thias Kgatla (1949–)

2016 ◽  
Vol 72 (1) ◽  
Author(s):  
Christina Landman
Keyword(s):  
Oral History ◽  
Church Leadership ◽  
Life Story ◽  
Later Life ◽  
Life Review ◽  
The Self ◽  
Interview Schedule ◽  
Reformed Church ◽  
University Of Pretoria ◽  
The University

On 15 April 2014 the author conducted an interview with Selaelo Thias Kgatla (then 64) by means of a prearranged interview schedule to revaluate a life review. Kgatla’s years of academic and ecclesiastical involvement leading to his ordination as the minister of the Polokwane Uniting Reformed Church in Southern Africa at the age of 47 were considered. However, the focus was on the last 18 years before his retirement, which was to happen in December 2015. This period commenced with his ordination in 1997 and covered his involvement in church leadership as Assessor and later Moderator of the Northern Synod (since 1999) and as Moderator of the General Synod (since 2005), as well as his appointments as professor at the University of Limpopo in 1997 and at the University of Pretoria in 2010.In freezing this interview into the academic account given here, oral history and methodological sensitivities are considered. The interviewee’s ownership of his life review is acknowledged; his construction of the self as a coherent story of church leadership is respected; and the characteristics of remembering in later life are pointed out reverentially.The life review with Kgatla was expanded with interviews from colleagues and congregants of his choice who confirmed the construction of his life story as one of relationship and resistance. Finally, the author gives a concluding overview of aims achieved in the article in terms of oral methodology and the contents of a life review in which the interviewee constructed his life as a church leader on the interface between resistance and relationship.

scholarly journals INTERDISCIPLINARY RELATIONS IN THE STUDY OF LITERATURE IN THE SYSTEM OF UNIVERSITY PHILOLOGICAL EDUCATION

2021 ◽  
Vol 23 (79(1)) ◽  
pp. 18-21
Author(s):  
A.L. Fokeev ◽  
Keyword(s):  
School Education ◽  
Russian Language ◽  
Future Teachers ◽  
Teaching Literature ◽  
Interdisciplinary Relationships ◽  
The University ◽  
The Russian Language

The article deals with the importance of studying interdisciplinary relationships in teaching literature at a university. On the example of the author's academic course working program "Literature and Cinematography in School Education", the main methods of working with students in the studied discipline are shown, attention is drawn to the importance of this subject in the training of future teachers of the Russian language at the Pedagogical Department at the university

scholarly journals Lidia Stefanowska, compiler and editor. Antologia tekstów źródłowych [Anthology of Primary Sources].

2018 ◽  
Vol 5 (1) ◽  
pp. 185-188
Author(s):  
Marko Robert Stech
Keyword(s):  
Primary Sources ◽  
Displaced Persons ◽  
Monograph Series ◽  
Literary Life ◽  
National University ◽  
First Editions ◽  
The University

Review of Lidia Stefanowska, compiler and editor. Antologia tekstów źródłowych [Anthology of Primary Sources]. 2014. Mission Impossible: MUR i odrodzenie ukraińskiego życia literackiego w obozach dla uchodźców na terytorium Niemiec 1945-1948 [Mission Impossible: MUR and the Revival of Ukrainian Literary Life in Displaced Persons Camps on the Territory of Germany 1945-1948], part 2, Uniwersytet Warszawski, Katedra Ukrainistyki, 2013-14. Seria monograficzna Katedry Ukrainistyki UW oraz Uniwersytetu Przykarpackiego im. W. Stefanyka w Iwano-Frankiwsku [Monograph Series of the Chair of Ukrainian Studies of the University of Warsaw and the V. Stefanyk Precarpathian National University in Ivano-Frankivsk] 5, edited by Katarzyna Jakubowska-Krawczyk and Stefanowska. 656 pp. Illustrations. Map. Bibliography of First Editions. List of Sources. Paper.

scholarly journals Towards a Methodology of the Intercultural Teaching of Hungarian Literature to Speakers of Hungarian as a Second/Foreign Language

2014 ◽  
Vol 6 ◽  
pp. 148-163
Author(s):  
Györgyi Horváth
Keyword(s):  
Language Learners ◽  
Cultural Awareness ◽  
Teaching Experience ◽  
Teaching Literature ◽  
Cultural Challenges ◽  
Self Reflection ◽  
Hungarian Literature ◽  
One Year ◽  
Hungarian Language ◽  
The University

Although there are many Hungarian Studies scholars teaching literature to Hungarian language learners around the world, there are practically no resources available about what is happening in these classes, and what linguistic, literary and cultural challenges they pose for students and teachers. In her study, Györgyi Horváth discusses her ten-year teaching experience as a teacher of Hungarian literature to Hungarian language learners within the Hungarian Studies Program, a one-year off-site university program offered to international students, accredited by the University of Pécs, and hosted by the Balassi Institute, Budapest. She discusses the institutional and program framework she worked in, gives a detailed account of the linguistic, literary and especially the cultural competencies that were in play in these courses, and also formulates some general methodological insights about teaching Hungarian literature to language learners. Horváth concludes that teaching literature cross-culturally widens the cultural horizons of students as well as of their teachers, offering them a space for increased cultural awareness and self-reflection.

scholarly journals Poetry in Teaching Grammar to the Advanced Users of Polish as a FL

2019 ◽  
Vol 5 (1) ◽  
pp. 55-72
Author(s):  
Marzena S. Wysocka
Keyword(s):  
Language Awareness ◽  
Teaching Literature ◽  
Advanced Learners ◽  
Language And Culture ◽  
Teaching Context ◽  
Polish Language ◽  
The University ◽  
Written Assignments ◽  
Teaching Grammar ◽  
Insight Into

The article offers an insight into problematic issues the advanced learners of Polish as a FL cope with in terms of grammar in speaking and writing. It opens with a brief insight into teaching literature, poetry including, in a FL classroom. What follows includes types of poems and their potential to be used in the teaching context, mainly when teaching grammar. Having presented  the scope of linguistic problems experienced by the users of Polish as a FL, the type and frequency of grammatical problems are discussed. Polish grammar-based issues the foreigners struggle with constituted the main area of the research conducted among 146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland. The findings come from oral and written assignments produced by the sample in question, and, most frequently, reflect grammatical mistakes that are persistent and difficult to eliminate from the linguistic repertoire. Given that,  ways of using poetry as a means of a “grammar refresher” are suggested. These include a few examples of activities based on poems to be used  when trying to overcome particular linguistic difficulties, together with implications for teachers raising students’ language awareness and developing reflection on language per se.

Youth empowerment through the creation of i-docs: Educational and social impacts

2020 ◽  
Vol 12 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Manel Jiménez-Morales ◽  
Marta Lopera-Mármol ◽  
Alan Salvadó Romero
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Life Story ◽  
Educational Process ◽  
Maturation Stage ◽  
Youth Empowerment ◽  
Dual Purpose ◽  
Information And Communication ◽  
The Creation ◽  
The University

Information and Communication Technology (ICT) are key elements in the educational process of teens. Consequently, efforts should be made to integrate ICT into educational plans and policies. Based on this premise, HEBE has been launched – a study on youth empowerment that was funded by the Spanish Ministry of Economy and Competitiveness and carried out by five universities: the University of Girona, the Autonomous University of Madrid, the Autonomous University of Barcelona, the University of Barcelona and Pompeu Fabra University. The project, based on media literacy and transmedia skills, involves the creation of an interactive documentary (i-doc). The HEBE i-doc: digital prints relates the experiences and reflections during the maturation stage of six youngsters with different cultural, educational, family and social backgrounds and profiles. This exploration was carried out through their own audio-visual creations, in a life story format. The i-doc has the dual purpose of (1) devising a methodology based on digital ethnography, and (2) creating an interactive platform for sharing experiences and promoting the visibility of these issues via citizen science.

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