Behind the Mirror: Inquiry based storying in teacher education

Abstract

In this article the authors explore the value of inquiry-based storying in teacher education. They draw upon a story written by Sarah Cline during her credential year in response to an assignment given by Vicki LaBoskey to consider how narrative might be used to reveal and develop student understanding. The authors argue that student teacher stories have merit in teacher education because they help reveal to both the story-tellers and their instructors the beliefs, values and emotions that guide practice. But they suggest that the simple telling of stories is not enough. Because all stories represent limited perspectives and some can be particularly detrimental distortions of reality, teacher educators need to offer support to their student teachers in telling stories that are as representative of themselves, their students, and the accumulated 'wisdom' of theory and practice, as possible. One way to do so is to provide assignments that engage them in a process of inquiry and reflective deliberation.