ABSTRACT
I have been working in my school to establish a collaborative community of novice action researchers who have used story to explore their own concerns about their teaching or management practice. This has been successful and it has been shown elsewhere how teachers claim that not only has their practice changed as a result of the process, but they have also developed and changed as people seeing their work and working relationships differently (Evans, 1993, 1995a; Pimenoff, 1995). In this paper I explain how I first came to use story as a means of helping teachers develop their work.
