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

This article traces a systematic, respectful process for using narrative materials as vehicles for teachers' professional development. Ann, a high school history teacher, wrote a series of stories about school experiences, using them as departure points for discussing, thinking, and writing about her ongoing practice in collaboration with the author. The article outlines in 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.