Search results for: Mitton-Kukner Jennifer

This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.