Shifting stories to live by: teacher education as a curriculum of narrative inquiry identity explorations

This paper highlights the authors’ experiences of negotiating a curriculum of narrative inquiry identity explorations in pre-service teacher education. Attending to both teacher education students’ evolving stories to live by, as well as our stories to live by as teacher educators, shapes a meeting place for, and of, shifting identities. The authors offer autobiographical narrative accounts of narrative inquiry practices in two Canadian teacher education programs and, as a result, foreground a curriculum of narrative inquiry identity explorations as an important aspect of teacher preparation programs.