Abstract

In past conferences in the Inter-disciplinary Storytelling cycle, we have illustrated the use of story as a pedagogic tool in the work on a one-year post-graduate certificate in education course (pgce) for prospective secondary mathematics teachers. Bateson’s ideas of story were discussed and how these are used on the course; Laurinda then introduced the idea of narrative interviewing. In this chapter, we introduce the further idea of reciprocal narrative interviewing as a strategy for learning for us as mathematics teacher educators. The protocol for narrative interviewing supports individuals in staying with the detail of their experiences without judgment. In staying with the detail, awarenesses can be made explicit and consequently made use of in future planning and teaching. In a narrative interview, the roles of interviewer and interviewee are explicit and remain fixed. We report here on a practice that draws on narrative interviewing but where the roles are fluid, interviewee becomes interviewer and vice versa. After teaching together, Alf and Laurinda often sit and talk together in a patterned way that we call reciprocal narrative interviewing. For this chapter, we recorded the process of supporting each other to stay with the detail followed by each of us in writing what we call a ‘story’ after Bateson, to get at the knot or complex of relevance that will allow us to continue to develop. Our aim, in sharing these experiences, is to offer some insight into a process where story supports our learning.

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