Narrating professional development: Teachers' stories as texts for improving practice

This article traces a systematic, respectful process for using narrative ma terials as vehicles for teachers' professional development. Ann, a high sch ool history teacher, wrote a series of stories about school experiences, us ing them as departure points for discussing, thinking, and writing about he r ongoing practice in collaboration with the author. The article outlines i n detail the methods of narrative inquiry the author employed to safeguard Ann's voice and perspective while supporting her in critical reflection and changed practices.