TEACHERS' PERCEPTION OF STORIES: DIFFERENT METHODOLOGICAL APPROACHES IN STORY-BASED PRACTICE
TEACHERS' PERCEPTION OF STORIES: DIFFERENT METHODOLOGICAL APPROACHES IN STORY-BASED PRACTICE

Summary/Abstract: This article is based on the results gained from the research about the perception teachers have about stories. The study was conducted in Sweden and the main purpose was to partially fulfill the requirements for the Erasmus Mundus joint degree “International Master of Early Childhood Education and Care”.The studies on teachers' perception of stories and the way they are using them are not in abundance. This fact together with the awareness that stories are inseparable part of our life, made it interesting to go deeper into the analysis of teachers' views and approaches to stories. LaFlamme (1975) argues for a more meaningful story time in preschool where children will not be only passive listeners, but active participants. Mottley and Telfer (1997) and Tin, Nonis, Lim, and Honig (2013) studies are referring to teachers’ perception of the importance of stories in children’s lives and what are teachers’ expectation and concerns regarding stories. The purpose of the study was to gain insights into how the Swedish preschool teachers perceive and discuss about the role of the stories and the methods they use in order to use stores in their practice. The study was conducted as a small-scale interview study and the data was collected through semi-structured interviews. The study adopted Vygotsky’s socio-cultural theory as a framework for discussing teachers’ perception of stories and the role stories have in preschool practice.

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