Self-study through narrative inquiry: Fostering identity in mathematics teacher education

This paper explores an innovative methodology — self-study through narrative inquiry — as a way of critically examining pedagogical practice in mathematics teacher education. A unique feature of this self-study was the simultaneous use of narrative inquiry as a research method and a pedagogical tool used with prospective teachers. By juxtaposing my own learning experiences with prospective teachers ’ learning into accounts of practice I have reconceptualised my approach to mathematics teacher education in terms of establishing an inquiry landscape for co-learning. Three core features of this landscape are outlined to illustrate the potential of self-study to foster critical reflection that impacts on practice. The implications for mathematics teacher educators, and the programs they develop, are threaded throughout the paper. Teacher educators, by definition, “meddle with ” and take charge of learning through the content, structures and processes they establish when designing learning opportunities for their students (Wenger, 1998 p. 15). As such, our practices as teacher educators warrant careful and critical deliberation. The process of engaging in a self-study through narrative inquiry provided a methodological structure for me to examine my practice as a teache