This article was published in Teaching and Teacher Education, Volume 26, Issue 6,
Author(s): Darlene Ciuffetelli Parker, “Writing and Becoming [a Teacher]: Teacher Candidates’ Literacy Narratives over Four Years“, Pages 1249-1260, Copyright Elsevier (August 2010).
This article explores narrative inquiry practices in pre-service teacher education program.
Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program.
30 teacher candidate participants participated in this 4-year longitudinal study.
The study considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time.
The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time.