Telling tales: the value of storytelling for early career teachers

This article examines how early career teachers, participants in a research project, make sense of their experiences through storytelling. The teachers’ stories provide a significant counterpoint to the way standards-based reforms construct their professional development, prompting us as teacher educators to think again about what it means for our students to make the transition from initial teacher education into the institutional setting of a school. We draw on Ricoeur’s understanding of narrative to show the complexity of the identity work they perform and how their stories position them as authorities when it comes to the experience of beginning teaching and of negotiating a pathway within existing policy environments. Close attention to the language of these narratives produces rich insights into early career teachers’ experiences and raises questions as to how researchers might solicit and respond to such narratives