ABSTRACT
The language of teacher education is an uncomfortable one with its talk of standards, percentages, skills, strategies, exit and entrance criteria. The story of the narrative inquiry into restructuring or restorying the lived and told stories of teacher education has, as all narratives of experience do, multiple possible beginnings. An important narrative theme in the inquiry was a view of teacher education as part of the ongoing writing of student teachers’ lives, not a separate preparation for something disconnected from what came before and a readying for what is to come after. Teacher education was seen as part of the ongoing storying and restorying of students’ lives. Teacher education experiences were part of ongoing narratives of experience, narratives that were being continually revised and rewritten as individuals found new ways of making sense of their work as teachers and as people, and as they found themselves in new situations.
