La indagación narrativa en la formación inicial del profesorado: de la escuela a la universidad

This paper is the result of a still-in-process interuniversity narrative inquiry (EDU2016-77576-P). As the scope was to attend to the experiential knowledge and the ways in which our Teacher Education programs might be shifted, we developed six in-school studies and six studies related to our own university practices. Doing research alongside six Kindergarten and Elementary Education teachers allowed us to imagine different perspectives for Teacher Education. Perspectives that attended to the nature and to the epistemic complexity of the knowledge that sustained and guided the teaching profession. In this sense, the co-composed narratives show the practices of teachers who care for the educational relationships as well as for the creative configuration of their teaching practices. The study is also allowing us to consolidate an educational and transformative approach that supports the need to build pedagogical dispositions that are sensitive to experience, especially when we engage in narrative inquiry practices.