Embracing life to activate the educational act. A narrative inquiry about the experiences of future teachers.

Abstract

This article reports on the experiences of trainee teachers who collaborate in schools-public and private- during their teaching practice training (practicum) in the COVID-19 pandemic context. The purposes that have guided this study are to explore the teaching experiences of future teachers as well as to delve into the singularities and educational meanings of these experiences. By means of a narrative enquiry methodology based on accounts of real experiences, narrative conversations, and in-depth seminars, we delve into the educational relationships between students, contents, and trainee teachers. The fi ndings show us that, despite the impossibilities arising from a new teaching context that alters the ways of being present-with new mediations that appear and others that disappear-the meeting time calls, more than ever, for the need to count on the students and their worlds, so that the educational journey keeps alive the desire to learn and, certainly, the desire to teach.