Storytelling as an Instructional Technique: Recommendations for Military Instructors

Autor/in	Brown, Lisa G.
Titel	Storytelling as an Instructional Technique: Recommendations for Military Instructors
Quelle	(2021), (271 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Illinois at Urbana-Champaign
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1887-3
Schlagwörter	Hochschulschrift; Dissertation; Story Telling; Teaching Methods; Military Training; Teaching Experience; Student Experience; Adult Education; Adult Educators; Military Personnel + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Militärausbildung; Studienerfahrung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende
Abstract	Storytelling as a technique for instruction dates back to the earliest of human civilizations. Today, educators use storytelling for a variety of purposes in their classes, including to illustrate key instructional points, demonstrate practical application, and maintain student interest. In military education settings, the sharing of experiences among students and the instructor is often central to the methodology used to train soldiers and officers on critical skills and knowledge. Military instructors frequently share their own experiences to illustrate or guide students through learning objectives. However, those instructors receive no training on the effective use of storytelling in educational settings. The result is that they may not always use storytelling effectively or achieve the desired outcome. The purpose of this action research study was to generate principles for preparing and delivering stories in a military training context. The study explored the storytelling experiences of fifteen experienced military instructors and their students in officer education courses at three Army schoolhouses. Qualitative data from interviews and critical incident technique (CIT) sessions was compared with existing research on storytelling and adult learning theory, and results formed the basis for recommended guidelines. Instructors reported telling stories from personal experiences to enhance student understanding and motivation, and students described an instructors' storytelling as beneficial and, in some cases, essential to their success in the course. Instructor storytelling contributed to instructor and subject matter credibility, encouraged application and synthesis of the material, and improved the instructor/student relationship overall. Still, instructor's storytelling sometimes lacked elements that research indicates are essential to optimizing the educational storytelling experience. Analysis of instructor and student experiences combined with previous research findings on adult learning, storytelling, and effective instruction to generate practical guidelines for the use of personal stories to enhance learning outcomes. These guidelines are intended to inform instructor training programs in military training and education settings and may have applicability in other adult learning contexts. Implications and recommendations for future research opportunities are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01