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Teachers and students with severe learning difficulties working together to co‐construct personal narratives using Storysharing®: the teacher perspective
Author(s) -
Bunning Karen,
Muggeridge Rebecca,
Voke Katie
Publication year - 2018
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12189
Subject(s) - narrative , perspective (graphical) , thematic analysis , curriculum , psychology , construct (python library) , intervention (counseling) , pedagogy , set (abstract data type) , everyday life , sample (material) , mathematics education , narrative inquiry , qualitative research , sociology , social science , philosophy , linguistics , chemistry , chromatography , artificial intelligence , psychiatry , computer science , political science , law , programming language
The telling of personal stories is a feature of everyday life. Young people with learning difficulties may find it difficult to report what has happened to them. A project was set up to investigate the impact of Storysharing® on the co‐construction of personal narratives by staff and students in a special school. The current study investigated the teacher's perspective. The sample was comprised of four special education teachers who had been involved in the implementation of Storysharing®. Semi‐structured interviews were carried out at the end of the intervention period. The data were analysed using thematic analysis. Three organising themes emerged from the data: ‘Enactment Process’; ‘Benefits to Child’; and ‘Curriculum.’ The Storysharing® intervention appeared to be positively associated with perceived changes to the educational practice of the teachers, revealing its potential for developing narrative in the classroom.