Una indagación narrativa en los procesos de construcción curricular a partir de relatos de experiencias de docentes en ciernes durante la formación del profesorado

Abstract

This paper engages in a narrative inquiry as narrative pedagogy into formative experiences in English teacher education curricula. These constitute sites where students’ lives unfold and are expressed through co-composed texts negotiating meanings of their storied experiences. As authors and participant researchers, we embrace a curricular ontology of becoming and feeling with 24 undergraduates in the context of their initial English-language teacher education in an Argentinean state university. Our research question concerns the ways in which our students’ narratives on good teaching become intertwined and emplotted during their education. We define curriculum as a co-construction whose protagonists generate personal practical knowledge. It deserves ontological care, epistemological respect, and engagement in relational ethics manifested in curricular sensitivity towards storied lives and experiences. Narrative inquiry as narrative pedagogy allowed us to interweave narrative strands about good teaching expressed in the 24 students’ co-narrated stories. Embodied understandings about living, and knowing about, good teaching emerge from these storied threads. We conclude by discussing the implications of our narratives as they publicly retrieve intimate, often silenced, experiences about the meanings of good teaching in initial formation curricula.