Strangers No More: Collaborative Inquiry through Narrative as Teacher Reflective Practice

Abstract

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other s worlds and engage in reflection together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.