'Now the Pieces Are in Place...': Learning through Personal Storytelling in the Adult Classroom
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| Title: | 'Now the Pieces Are in Place...': Learning through Personal Storytelling in the Adult Classroom |
|---|---|
| Language: | English |
| Authors: | Clark, M. Carolyn, Rossiter, Marsha |
| Source: | New Horizons in Adult Education & Human Resource Development. Sum 2006 20(3):19-33. |
| Availability: | Florida International University College of Education. 11200 SW 8th Street, ZEB 361A, Miami, FL 33199. Tel: 305-348-6151; Fax: 305-348-1515; e-mail: horizons@fiu.edu; Web site: http://education.fiu.edu/newhorizons |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 15 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Adult Education |
| Descriptors: | Adult Learning, Adult Students, Personal Narratives, Experience, Story Telling, Teaching Methods, Autobiographies, Concept Formation, Relevance (Education), Educational Environment, Emotional Response, Self Disclosure (Individuals), Writing Assignments |
| ISSN: | 1939-4225 |
| Abstract: | This article examines the potential of personal storytelling as a pedagogical method. When incorporated into the educational experience, autobiographical stories serve as a primary and fruitful link between lived experience and curricular content, a connection integral to adult learning. These stories enable learners to identify congruencies and incongruencies between their meaning systems and the concepts being learned. They also give adult learners increased insight into their own learning and development. In this article we discuss the "truth" of these stories, examine some important issues related to their use in the adult classroom, and then give a detailed example of one particular method, that of concept-focused autobiographical writing. |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2012 |
| Accession Number: | EJ983780 |
| Database: | ERIC |
| Abstract: | This article examines the potential of personal storytelling as a pedagogical method. When incorporated into the educational experience, autobiographical stories serve as a primary and fruitful link between lived experience and curricular content, a connection integral to adult learning. These stories enable learners to identify congruencies and incongruencies between their meaning systems and the concepts being learned. They also give adult learners increased insight into their own learning and development. In this article we discuss the "truth" of these stories, examine some important issues related to their use in the adult classroom, and then give a detailed example of one particular method, that of concept-focused autobiographical writing. |
|---|---|
| ISSN: | 1939-4225 |
