Preservice teachers can no longer be prepared using conventional teaching approaches as these are inadequate to equip them with the necessary knowledge and skills they require to perform the tasks of teaching effectively. Teacher educators need to use new pedagogies, and narrative pedagogy is seen as a teaching method which can better prepare preservice teachers for the challenging classrooms of today. My study explored nine preservice teachers’ experiences after the enactment of a narrative pedagogical approach in one of their courses within their teacher education program. I used Ricoeur’s framework of the prefigured and configured arena of education to analyse the rich interview and reflective data which emerged. Three themes for the prefigured arena emerged: (a) feeling the sense of responsibility, (b) feeling anxious, and (c) feeling the lack of experience and confidence. Similarly, three themes were found for the configured arena: (a) learning through emotions, (b) learning through insights, and (c) learning through discussion. The preservice teachers have interpreted and discussed “lived” stories and this has shifted the way they think about teaching. The results do offer teacher educators and educational stakeholders a stepping-stone to further pedagogical insight into using narrative pedagogy in teacher education.
Narrative Pedagogy, Narrative, “Lived” Experience, Teacher Education
I am grateful to my university - Sultan Idris Education University, Malaysia, for providing the GPU (a university research grant) that has enabled me to carry out this study and to further improve teacher education in Malaysia. Thanks also go to the nine preservice teachers who gave their time for this study.
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Recommended APA Citation
Goh, P. S. (2019). Implementing Narrative-Pedagogical Approaches in a Teacher Education Classroom. The Qualitative Report, 24(7), 1731-1746. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss7/14