Search

This article focuses on the use of narrative pedagogies in teacher education from the perspective of teacher educators’ professional development. Narrative pedagogies emphasise the production of knowledge as a relational and shared process between teacher educators and student teachers. We reflect on three ways of employing narrative pedagogies: (1) writing stories using the method of empathy-based stories, (2) using drama and (3) sharing life experiences in groups. Based on these reflections, we discuss how these narrative pedagogies support professional development by inviting teacher educators to explore their positions and level of control regarding narratively grounded learning processes. We found that teacher educators often have to challenge their comfortable beliefs and views by implementing a ‘pedagogy of discomfort’. Implications for teacher education are also discussed.

Artefacts can evoke stories. This article explores the use of artefacts in narrative pedagogies in the context of teachers’ professional development during the induction phase. The research question is: What kind of stories about beginning teachers’ work does the use of artefacts in narrative pedagogies evoke? The article is based on two peer group meetings in which nine Finnish teachers working in day care centres and primary schools participated. The findings illustrate how the use of artefacts offers an entrance into teachers’ daily routines, relationships and practices as well as how artefacts can become important actors in teachers’ classrooms. This article contributes to the emerging literature on the meaning of artefacts in educational practices and beginning teachers’ professional development. Additionally, the article contributes to the still not fully recognised potential that artefacts can have in narrative pedagogies in pre-service and in-service teacher education.