THE SPEECH CULTURE AND STORYTELLING MASTERY OF A HISTORY TEACHER — THE BASIS OF THE NARRATIVE APPROACH
Keywords:
narrative pedagogy, speech culture, storytelling mastery, historical thinking, empathy, evidence-based, digital storytelling.Abstract
This thesis analyzes the speech culture and storytelling mastery of a history teacher as a central factor in the narrative approach. The study illuminates the interrelationship between narrative pedagogy, historical thinking, and imaginative skills, and links the content accuracy, stylistic precision, and ethical responsibility of the teacher's speech to didactic outcomes. Based on the views of Vygotsky, Bruner, and Ricoeur, it is shown that the narrative text is a structure that organizes time, causality, and social context. As a result of empirical-literary synthesis, the following thesis is advanced: a high level of speech culture enables the creation of a story grounded in historical sources, harmonizing multiple positions, and fostering "distanced empathy"; this, in turn, forms in the student evidence-based narrative thinking, intellectual honesty, and moral sensitivity. The study methodologically proposes criteria for speech and story quality in lesson design, reflection and retelling cycles, as well as in oral and digital storytelling format.
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