International Online Journal of Education and Teaching (IOJET), , vol.8, no.3, pp.2028-2048, 2021 (Peer-Reviewed Journal)
This paper focused on teachers' personal stories to determine the pedagogical function and
impact of children’s literature. This study employed a life-story interview approach within a
qualitative narrative inquiry methodology. The sample consisted of ten teachers from
different branches. Participants were recruited using purposive sampling. Data were collected
through interviews and analyzed using thematic and narrative structure approaches. The
narrative structure consisted of three components: problem, activities, and denouement.
Participants’ life stories were thematically analyzed. The results show that teachers’
observations and efforts help students recognize their problems. Teachers who associate their
own stories with children’s books lead to positive outcomes for themselves and their
students. This experience helps students become aware of themselves and their problems and
surrounding while helping teachers transform themselves individually and professionally.
Therefore, children’s books are pedagogically crucial for both students and teachers. This
result shows that we should first raise educators’ awareness of the pedagogical meaning and
value of children’s literature. Future narrative inquiries should focus on students’ stories to
determine the impact of children’s literature on children.