ABSTRACT
The author investigates her use of (1) narrative and (2) performance as metaphor in initial teacher education (primary teaching). She focuses on a final year undergraduate elective module in performance studies. Throughout this module, the student teachers troubled taken-for-granted notions of teaching (and gender) by telling, writing, and performing their own autobiographical narratives. The author explores how the cultivation of dialogic student-student relationships was key to this process. She contends that as the students told and retold, enacted and re-enacted, their personal narratives of experience, they claimed agency for themselves by generating “new” narratives and metaphors.
