Abstract:
This paper showcases narrative as a core pedagogical device in an Initial Teacher Education (ITE) course. It reports a course redesign process that centralised storytelling and narrative within the online learning management system (LMS) to increase motivation and engagement of third-year students in face-to-face and assessment course components.
The centralisation of storytelling pedagogies creates a depth of complexity in learning experiences and relational connections between teachers/facilitators and learners. Despite this, narrative pedagogies are rare in Higher Education. By embedding storytelling, the course modelled evidence-based inclusive practice and created a safer space for students to express emerging professional conceptualisations, critique learning materials from more nuanced and opposing angles, and ask questions they might usually not in what can be a very complex environment of discussion around students with disabilities, education, politics and ethical dilemmas. This teaching structure encouraged students to explore knowledge more critically and embed their theoretical knowledge base into a context rooted in participation and practical application. In addition to supporting their achievement and performance as ITE students, this approach served to explicitly model effective inclusive education pedagogies which they can adopt for their future practice. The paper presents examples of how storytelling was embedded into LMS content and woven throughout communication to students. It also shares evaluation survey data clearly demonstrating: increased motivation and engagement in face-to-face and online learning; positive impacts on assessment engagement and achievement; and personal motivation to actively participate in learning. All these outcomes directly support ITE students’ development of professional preparedness.
The centralisation of storytelling pedagogies creates a depth of complexity in learning experiences and relational connections between teachers/facilitators and learners. Despite this, narrative pedagogies are rare in Higher Education. By embedding storytelling, the course modelled evidence-based inclusive practice and created a safer space for students to express emerging professional conceptualisations, critique learning materials from more nuanced and opposing angles, and ask questions they might usually not in what can be a very complex environment of discussion around students with disabilities, education, politics and ethical dilemmas. This teaching structure encouraged students to explore knowledge more critically and embed their theoretical knowledge base into a context rooted in participation and practical application. In addition to supporting their achievement and performance as ITE students, this approach served to explicitly model effective inclusive education pedagogies which they can adopt for their future practice. The paper presents examples of how storytelling was embedded into LMS content and woven throughout communication to students. It also shares evaluation survey data clearly demonstrating: increased motivation and engagement in face-to-face and online learning; positive impacts on assessment engagement and achievement; and personal motivation to actively participate in learning. All these outcomes directly support ITE students’ development of professional preparedness.