Curriculum as a Multistoried Process

This study shows, through examples from preservice teachers’ practicum experi- ences, the pivotal role that teachers’ narrative knowledge plays in how curriculum is lived in classrooms. By listening to preservice teachers’ stories, I arrived at a holistic understanding of their practicum experiences. The student teachers nego- tiated, with some difficulty, their own curriculum narratives within the coopera- ting teachers’ narratives that were in place. I observed that by making spaces for narrative enquiry, spaces to make explicit and examine individual curriculum stories, cooperating teachers and preservice teachers can prompt growth and change within the practicum experience. Dans cet article, l’auteure montre le role cle des recits d’enseignants, lors des stages d’enseignement. En ecoutant les temoignages des stagiaires, l’auteure est arrivee a une comprehension holistique de leurs experiences. Les futurs enseignants ont eu du mal a situer leurs propres recits par rapport a ceux des enseignants associes. L’auteure a remarque qu’en faisant place aux recits des experiences de chacun par rapport au programme, les enseignants associes et les futurs enseignants peuvent apporter des ameliorations et des changements lors des stages.