Using narrative pedagogy for novice teachers’ professional development

ABSTRACT

This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life story, eliciting and analysing issues, interpreting and contextualising, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum (2) the role of the instructor is changed in the learning process (3) It can bridge the gap between emotional-personal and theoretical knowledge.

KEYWORDS:

• Narrative pedagogy
• life stories
• professional knowledge
• professional development of novice teachers

Disclosure statement

No potential conflict of interest was reported by the author.