ABSTRACT
To speak of teachers’ knowledge of schools and classrooms as personal practical knowledge is to capture the idea of experience in a way that allows to talk about teachers as knowledgeable and knowing persons. Insights into understanding narrative inquiry as an educative process that facilitates change and growth through reflective storying and restorying lead to conceptualize teacher education as narrative inquiry. Some colleagues, both practising teachers and university teachers, worked together to explore the possibility of making sense of teacher education as narrative inquiry. Practitioner-participant and researcher-participant goals in narrative inquiry are meaningful only within a larger social narrative shared by both. Practitioner and researcher continue to work, and so the restorying is expressed in reshaped relations with children, school, community, teachers and so on. As reflect on teacher educations as narrative inquiry see the goals in educative terms.
