Literary Narratives in Teacher Education
A Pedagogical Approach for Developing Critical and Reflective Competencies in Basic Education
DOI:
https://doi.org/10.59343/yuyay.v4i2.98Keywords:
Educational experience, Narrative pedagogy, Teaching, Knowledge, Innovative teachingAbstract
This research explores the role of literary narratives in teacher education, emphasizing their significance in shaping professional identity and pedagogical practices. Through storytelling, pre-service teachers engage in self-reflection, gaining a deeper understanding of their experiences, beliefs, and ethical dilemmas. Literary narratives serve as a bridge between theory and practice, allowing educators to critically analyze their roles and interactions in the classroom. The study examines theoretical frameworks that support narrative methodologies, highlighting their potential to foster empathy, self-awareness, and critical thinking. Additionally, case studies and practical examples illustrate how literature can be effectively integrated into teacher training programs to enhance learning and professional growth. By engaging with diverse narratives, teachers develop a broader perspective on cultural, social, and educational contexts, enriching their teaching approaches. The findings suggest that incorporating literary narratives in teacher education not only strengthens instructional strategies but also promotes meaningful reflection and dialogue among educators. Ultimately, this approach contributes to the development of more reflective, ethical, and adaptive teachers prepared to navigate complex educational environments.
Downloads
References
Balseca Chusin, V. L. (2025). Aportes de la Campaña "Yo Leo" en el comportamiento lector de los estudiantes de segundo de básico (Master's thesis). Universidad Andina Simón Bolívar, Quito, Ecuador.
Baioni, G. (2024). La práctica reflexiva en la formación docente de los/as estudiantes del PUEF. SaDe-REVISTA DE CIENCIAS DE LA SALUD Y EL DEPORTE, (4), 15-28.
Castillo Chavarro, Y. A. (2024). Subjectivity in an active participatory exercise in learning: pedagogical proposal "strengthening minds, building subjectivities".
Freire, P. (1970/2005). Pedagogy of the oppressed (Ed. in Spanish). Montevideo, Uruguay: Tierra Nueva.
Gutiérrez Cuenca, L., Correa Gorospe, J. M., Jiménez de Aberasturi, E., & Ibáñez Etxeberria, A. (2009). The reflective model in teacher training and narrative thinking: a case study of educational innovation in the Teacher Training Practicum. Revista de Educación, 350, 119- 142.
Litwin, E. (2008). Teaching, its conception and narrative strategies. [Reference cited in Ruiz Juri, 2022].
Mádelen, P. C., Milena, P. C. A., & Paola, R. C. J. (2022). The Magic of Questions. Strategies for the Development of Critical Thinking. Revista de la Facultad de Ciencias Universidad Nacional de Colombia, 4(2), 17-42.
Perrenoud, P. (2004). Developing reflective practice in the teaching profession: Professionalisation and pedagogical reason. Barcelona, Spain: Graó.
Rodríguez Martín, S. L. (2014). Narratives as a teacher education strategy. Inter-American Journal of Research in Education and Pedagogy (RIIEP), 7(2), 11-22.
Rodríguez Morena, S., & Arbelo Hernández, S. (2016). Narratives in the training of future teachers? Revista ConVocación, 6, 77-89.
Ruiz Juri, M. (2022). The value of narrative in teacher training. Pedagogía [Blog of the Blas Pascal University]. Retrieved from https://pedagogia.ubp.edu.ar/2022/08/04/el-valor-de-la- narrativa-en-la-formacion-docente/
Suárez, D. H., Ochoa, L., & Dávila, P. (2005). Narrative documentation of pedagogical experiences. Nodos y Nudos, 2(17), 16-31.
Suárez, D. H., Ochoa, L., & Vallone, M. (2005). La documentación narrativa de experiencias pedagógicas: Una estrategia para la formación de docentes. Buenos Aires, Argentina: MECyT/OEA.
Villamil, N. L. S. (2022). Strengthening critical thinking based on the scientific method. Rastros y Rostros del Saber, 7(13), 54-66.
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2025 Cindy Gabriela Alban-Vera
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are free to:
Share — copy and redistribute material in any medium or format.
- Licensor cannot revoke these freedoms if you follow the terms of the license.
Attribution — You must give credit appropriately, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a manner that suggests that you or your use are supported by the licensor.
NonCommercial — You may not use the material for commercial purposes.
NonDerivatives — If you remix, transform, or create from the material , you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from making any use permitted by the license.
