ABSTRACT
The author begins by presenting the context of how she developed her interest in adopting narrative inquiry in her approach to educating teachers. She illustrates how narrative inquiry is used in her approach to educate teachers and to explore how teacher education can be improved. She explores the place of narrative in teacher education through the case of Sandy and Kate who are student teachers. It perceives as an innovative approach to help teachers examine their practices so as to foster reflection and, given the pace of educational change in Hong Kong, is a very appropriate and powerful way to enable them. The author have used narrative inquiry as a strategy of teaching, and continue to use it in her approach to educate teachers and inquire how learning can be improved in the context of Hong Kong. In her recent teaching and research work, the purpose of adopting narrative inquiry is to improve teacher education practices.
