ABSTRACT
In this chapter, the author presents her autoethnography as an experienced Argentinean Teaching English to Speakers of Other Languages (TESOL) teacher educator working in culturally diverse South America. The narrative turn in TESOL scholarship generated studies on teachers’ and teacher educators’ identities. Narrative inquiry into teacher education offers conceptualizations for teacher educators to explore their own, and their student-teachers’ narrative co-constructions of experiences within their program classrooms. Narrative research methodologies need an operational definition of narrative identity, crafted empirically through oral and written life story data-gathering procedures. Indecisiveness reveals teaching and learning trajectories that need support in their processes of becoming professionals. Narrative inquiry encompasses instructors and student-teachers living educational experiences, telling about them in their classrooms, reliving them in those meetings, and allowing those stories to be retold and resignified by participant inquirers. Teacher educators’ research is never a lone enterprise but includes colleagues and student-teachers.
