“… but, it's really grown on me, Storyline, as practical as it has been”: A critical inquiry of student teachers' experiences of The Scottish Storyline Approach in teacher education
ARTICLE
Kristine Høeg Karlsen, Østfold University College, Norway ; Virginia Lockhart-Pedersen, Faculty of Business, Norway ; Gunhild Brænne Bjørnstad, Faculty of Education, Norway
TATE Volume 77, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
Through qualitative interviews and self-administrated online surveys, this study critically examines how 104 first-year student teachers experience The Scottish Storyline Approach, a cross-curricular approach to teaching and learning. Framed by Dewey's (2005) concept of experience, The Storyline Approach is discussed as a possible didactic tool for making teaching and learning meaningful. Although not all students experience Storyline as positive, this study finds that the majority of the students report Storyline as relevant for their future profession.
Citation
Karlsen, K.H., Lockhart-Pedersen, V. & Bjørnstad, G.B. (2019). “… but, it's really grown on me, Storyline, as practical as it has been”: A critical inquiry of student teachers' experiences of The Scottish Storyline Approach in teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 77(1), 150-159. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/202252/.
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Teaching and Teacher Education: An International Journal of Research and Studies
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Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
