ABSTRACT
This chapter looks at some of the reasons why teachers' narratives have become prominent among the concerns of many researchers and seeing how narrative analysis is currently being developed in education. Reflection is a concept which has been much discussed in teacher education of late. Louden worked alongside a classroom teacher in an effort to understand how teachers' knowledge changes over time. He noted how teachers' personal reflection in personal history and story is aimed at achieving a deeper, clearer understanding of the teaching situation. The Egan proposes that teachers should use canonical story elements in curriculum planning in order to harness the imaginative and affective elements of narrative for children's learning. The Gudmundsdottir investigates experienced teachers' behaviour and thinking in planning and teaching curriculum areas through the use of stores. Both see narratives as potentially organizing the entire curriculum. Narrative analysis is increasingly being used as research tool and yet the tool itself has been inadequately characterized in education.
