This paper documents two teacher educators’ experience to inspire learning via teacher narratives. As we view “teacher education as narrative inquiry” (Clandinin, 1993), we explore an alternative way to stimulate learning in child development. Instead of starting to teach the grand theories of child development, we share our stories of experience with mothers with students. They are invited to reflect on them and resonate with their own mother stories. Through reflection (Schon, 1983) and resonance (Conle, 1996) to teacher narratives, child development is learned in an experiential and practical approach. Thus teacher narratives become meaningful as tools for learning and construction of teacher knowledge in teacher education programs.
|Publication status||Published - May 2010|