Teacher Narrative, Fragile Stories and Change

Abstract

We draw on data collected by two researchers in two projects, one with an experienced and one with a novice teacher. We highlight connections between the teachers’ personal narratives and their professional practice. We describe educational settings and instructional practices that enabled the two teachers to recognise fragile stories in their personal and professional lives. As participant observers, through interviews and in an exchange of narrative accounts, we helped the teachers strengthen their fragile stories and witnessed a process of change in which the teachers structured their lives in such ways that safeguarded authenticity and congruency with important personal issues.