Using narrative inquiry to understand a student-teacher's practical knowledge while teaching in an inner-city school

The present study uses narrative inquiry to follow, July, a preservice teacher’s journey through her yearlong placement in an inner-city school. A qualitative analysis of four interviews, 12 written reflections, and seven transcribed group discussions revealed a sense of culture shock felt by Julie. In particular, her sense of conflict focused around self as she interacted with her mentoring teachers, her students, and coping with doubts about her own abilities and self-worth. Julie’s story suggests clear ways of avoiding similar situations in the future and improving preservice teaching generally. KEY WORDS: narrative inquiry; inner-city; preservice teaching. ‘‘What do I teach a child who knows fatal? What do I teach the child who knows ‘fatal’ as a bullet that pierced a loved one on the porch? What do I teach the 12-year-old child that sucks her thumb all day at her desk? What do I teach the child who wiped up his father’s death-blood off the bathroom floor? What do I teach the child whose teeth are rotted to the gums, but neglected puppies bring authorities to their door? What do I teach the child who learns persuasive language by begging her father not to shoot Momma? What do I teach the child who knows a meal only as it is served on a school tray? Suggestions please’’