Using Narrative Inquiry to Understand a Student–Teacher's Practical Knowledge While Teaching in an Inner-City School

The present study uses narrative inquiry to follow, July, a preservice teacher's journey through her yearlong placement in an inner-city school. A qualitative analysis of four interviews, 12 written reflections, and seven transcribed group discussions revealed a sense of culture shock felt by Julie. In particular, her sense of conflict focused around self as she interacted with her mentoring teachers, her students, and coping with doubts about her own abilities and self-worth. Julie's story suggests clear ways of avoiding similar situations in the future and improving preservice teaching generally.

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