Narrative and learning to teach: Implications for teacher-education curriculum

The use of narrative as a perspective within which to understand teacher development has gained considerable momentum in the last decade (Carter 1993, Carter and Doyle 1996, Doyle 1997, Munby et al. 2001), and this perspective has led to several important innovations in the pedagogy of teacher education: the study of cases, the writing of personal narratives, and the like. But few have pushed the narrative perspective beyond pedagogy to examine the assumptions and interpretations that underlie the contents, activities, and arrangements of preservice teacher preparation, i.e. to explore the curriculum of teacher education.

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