INTERROGATING STORIES - HOW TEACHERS THINK THEY LEARNED TO TEACH

An open-ended set of stimulus questions was presented to 19 student teachers at the end of their one year preservice course. This resulted in over 300 pages of personal narrative describing how these beginning teachers learned to teach. Reflections on lessons taught provided the stimulus for the narratives. Quantitative and qualitative measures were used on the 19 narratives to construct four "reductions". The reductions consolidated the main elements from the collection of narratives. Pragmatic orientations by novice teachers were found in these reductions.