In the past two decades, there has been an increase in the use of narrative in research and teacher education. Telling, writing, and interrogating personal stories can lead preservice and in-service teachers to better understandings of their contexts, and, in turn, lead them to further negotiate their teaching beliefs and develop their pedagogical approaches. This chapter outlines a narrative approach in teacher education in Singapore. A brief description is given of how a teacher education course was revamped to include and embed a narrative way of knowing in its weekly tutorials and in one of its assignments. Extracts from the students’ narratives and their responses are used to illustrate how the students explored and expanded their understandings of themselves as teachers.
Loh, J. (2014), "The Narrative as the Practical and the Practice: Toward the Preparation of Teachers", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 195-212. https://doi.org/10.1108/S1479-368720140000022013
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