Methodology

This book is based on a narrative inquiry with six participants who left teaching in Kindergarten to Grade 12 classrooms within their first five years. We inquired into their experiences of coming to teaching, teaching, leaving teaching, and their lives after teaching. The initial phase of the study resulted in six narrative accounts, one for each participant. However, it was as we began to revisit what we might learn about narrative conceptions of teacher knowledge from the experiences of the six participants that our practices shifted to a second interpretive phase in our inquiry. Our task in this chapter is to make these methodological moves explicit.