Storying and Restorying Experiences: Preservice Teacher Education as Narrative Inquiry

• In Event: Contexts in Education: Illuminating Experience in Teaching

Abstract

Our paper highlights the importance of attending to “curriculum making” (Clandinin & Connelly, 1992) within teacher education programs. Attending to both teacher education students’ evolving stories to live by as well as our stories to live by as teacher educators, shapes a meeting place for, and of, shifting identities. We each wrote autobiographical narratives as foundational to the inquiry we engaged in highlighting the way our narratives act as evidence in teacher education. Based on our narrative inquiry we re-consider programs of teacher education as narrative inquiry, that is, as fluid spaces and places in which the composition and re-composition of teacher identities is central.

Authors

• Carla Dawn Nelson, Tyndale University College & Seminary

• Mary Isabelle Young, University of Winnipeg

• Yi Li, University of Manitoba

• M. Shaun Murphy, University of Saskatchewan

• Janice Huber, University of Regina