Narrative inquiry: the pathway to teacher's self-discovery and transformation Online publication date: Wed, 05-Oct-2022
by Keai Lim
International Journal of Teaching and Case Studies (IJTCS), Vol. 13, No. 2, 2022
Abstract: This article exemplified the significance of narrative inquiry for conceptualising teacher learning and motivation. It was crafted based on the narratives of my life and teaching experiences in China. To build deep inquiries, established educational concepts on self-understanding (Kelchtermans, 2009), cultivation, awakening, and transformation (C-A-T framework) (Connelly and Clandinin, 1994), and emotion and experience of exclusion (Paley, 1992) were used. By applying Bruner's pented narrative structure (Bruner, 1990) and the three-dimensional narrative inquiry space model (Connelly and Clandinin, 1990), five common themes were derived from these intertwined experiences and events which provided insights for my personal and professional development as an educator. These identified themes could be experienced by practising educators throughout their teaching career; hence, they could be used for self-discovery and transformation, an affirmation of their professionalism, and sharpening of their effectiveness.
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