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Introduces LEGO’s Bionicle toy: it was aimed at boys aged 7‐12 and was developed as part of a new ongoing epic story, with the emphasis on this “movie” aspect rather than on the constructional aspects of the toy: constructional toys are a shrinking market because boys no longer want to take the time to complete them. Relates the Bionicle concept to LEGO’s previous successful toys Slizer and RoboRiders, and to its existing success in buying into stories like Star Wars. Describes how LEGO worked closely with Advance to develop the story and to market the concept in advance of the product; this was very successful. Moves on to the next step, which was to market the “movie” by a wide range of media, such as posters and cinema advertisements, plus media that could carry the parts of the story itself – a website, a CD‐ROM and comics; this carefully designed mosaic of media was accompanied by compelling graphics, phasing the story to maintain involvement, and getting the children to pass on the story parts to each other (i.e. peer‐to‐peer marketing). Concludes with how the campaign has benefited the overall perception of LEGO and led to a wider product range.

Purpose – This chapter explores the complexity and tensions inherent in the question of how story becomes research with particular attention to the use of narrative research in studying teacher education.

Approach – To do this, we begin each section with a narrative fragment from earlier published research in which we collaborated (Hamilton, 1995). Then, we use narrative research analysis tools to explore the meaning of each fragment, lay that understanding alongside research accounts and wonderings about research in and by teacher educators, and consider the fragment in terms of specific understandings of narrative inquiry as research methodology for studying teacher education.

Findings – This chapter examines when story moves to research while probing the tensions between knowledge and living as teachers, teacher educators, and teacher educator researchers. Using the first fragment, we explore fulfilling roles as a teacher educator by using a narrative analysis tool that teases apart the author's role of narrator, actor, and character. In the second fragment, we consider the contexts that influence a teacher educator researcher by examining the fragment to determine the levels of narrative. In the third fragment, we utilize the tools of plotlines and tensions to unpack the competing plotlines of epistemology (modernist vs. narrative) ending with an examination of the importance of ontology in narrative work. In our fourth fragment, we unpack nine approaches to narrative by examining the essential role of story for each element of the research process.

Research implications – As teacher educator researchers, we always stand in the midst – in the midst of the story where we may be simultaneously narrator, character, and actor, in the midst of living the research we are most interested in studying. Within a single moment, we can act as teacher, teacher educator, and teacher educator researcher when our research focuses on our own practice. Our experience as we live it represents the tension between arrival and arriving.

Value – The value of this chapter is the way in which it demonstrates narrative analysis and distinguishes among various approaches to narrative research.

There has been growing interest in narrative ethics over the last three decades. However, narratology, or the study of narratives, has a much longer history dating back to Plato and Aristotle.³ Structural linguistics, and its formal study of grammar and structure of language, was a major contributor to the development of the classification and interpretation of narratives.⁴ This structuralist period was followed by an increased interest in the relationships between narratives and social and historical dynamics and ideologies. Key social theorists, such as Derrida, Bakhtin and Ricoeur, have urged us to consider the relationship of the text to the way we understand ourselves and the worlds we inhabit. In summary, the study of narratives long preceded its association with ethics, and it was only recently that the interest in narratives has been adopted by the health-care disciplines, notably medicine and nursing.

This chapter offers a reading of the inclusion of Susan Glaspell's short story, A Jury of Her Peers, in the casebook, Procedure. What does it mean that the editors turn to a secular, literary narrative to ground a consideration of “The Problem of Judgment?” How should we read the irony of the reading instructions they provide, which reproduce the blindness to form – to the significance of “trifles” – that the text describes? How do we read literature in the context of law? More specifically, what does attention to the form of the story yield for an understanding of legal judgment?

This chapter explains pedagogical content knowledge as a narrative way of knowing. It describes how narratives serve as a means of explaining that understanding to others. It discusses two San Francisco (California) high school teachers’ use of narrative in teaching. It concludes that, because teaching is like writing a story, understanding teaching is like interpreting a story.