Abstract
The problem of teachers’ “learning to teach” is discussed in the context of teacher knowledge, modes of knowing, and the theory-practice dichotomy. It is contended that in valuing narrative and practical knowledge, teacher narratives capture the complexities of teachers’ school and classroom experiences and are important in teacher development. The narrative therapy approach provides a perspective for conceptualizing teacher education, which acknowledges that teacher changes and development occur when personal and professional identities are recognized as being inextricably linked in the retelling and rewriting of teacher narratives.
| Keywords: | teacher education; teacher development; narrative therapy; Hong Kong |
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