as a team, we recognized this as a shared value. Through conversations and reflections about the upcoming school year, the two of us formed a shared vision for a yearlong curriculum focus that would combine our dedication to anti-bias education and children’ s literature.( Willis & Lautenbach 2024)
Mickey and Amanda recount specific books they selected, how children responded to them, and how the books led them to“ celebrate something we all knew was important: ourselves!” as well as“ finding joy and connection”— ideas that other educators could readily connect to their own settings( Willis & Lautenbach 2024). As they reflect on what occurred, they conclude:
Developing a yearlong curriculum based on children’ s literature was a new and rewarding practice for us. We noticed the children’ s deep personal connection to the literature as we repeatedly read each book....
We have considered relaunching the investigation with a new group of children, again using Our Favorite Day of the Year [ by A. E. Ali and illustrated by Rahele Jomepour Bell ]. We are curious to see how the makeup of the new class will change the curriculum and what we create together. What we do know for sure is that there is always something to learn and to celebrate.( Willis & Lautenbach 2024)
Identifying small moments in the learning setting and reframing them with rich detail, such narratives foster authentic exchanges, inviting others into mutual dialogues that can shape new discourses on teaching and learning. As teachers reflect on their experiences, they also shape their evolving professional identities, revealing pedagogical narratives’ second transformative function.
Pedagogical Narratives Shape Professional Identities
Building on the reflective process of creating and sharing meaningful stories, pedagogical narratives contribute to how educators shape their professional identities. As we have worked with educators to write pedagogical narratives, we have found that educators experience even more substantial changes to self-concept and identity when they publish their work. The feelings of ownership and pride often feel most intense when the work draws closely on personal narratives. Experiences of engaging with a story about their professional practice as it intersects with their identities boost confidence and reshape how they see themselves. They come to view themselves as experts who understand and should take opportunities to share unique aspects of children’ s daily learning and development.
For example,“ Moving to Smart: Bringing Leadership into Early Childhood Education” emerged from the teacher inquiry work and stories of experienced Voices editor and community college professor Debra Murphy and her students, Emmy Mayhew, Gina Ferreira, Kalyani Clarke, Breanne Alise Kelly, and Kate LaFrance. They engaged in teacher research projects and read others’ teacher narratives, which allowed the students to picture themselves in the story, where they could practice inquiry and construct knowledge. They were able to internalize their evolving role as reflective practitioners and thought leaders who can impact their communities. Even the simple act of sharing and discussing pedagogical narratives prompted changes in teachers’ identities. So, too, were they impacted by sharing their new knowledge and stories with others. As Kalyani writes,“ I have enjoyed sharing my voice, my experiences, and my insight. When educators can collaborate with colleagues, share insights, and learn from each other’ s experiences, it leads to enhanced teaching skills and increased confidence in our own abilities as educators”( Murphy et al. 2024).
Thus, educators experience a sense of agency when their daily normal practice becomes visible to others and feel validated as professionals when peers thoughtfully acknowledge their work.
Pedagogical Narratives Amplify Children’ s Voices
As these first two functions have shown, amplifying educators’ voices is a key element of teacher research in general and pedagogical narratives specifically. Equally important is that pedagogical narratives enable educators to see, hear, and understand children more deeply. The goal is to
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