ABSTRACT Utilizing the authors’ autobiographical narratives, the study demonstrates reflexivity and engagement in a participatory, relational narrative approach to collaborative inquiry. It employs narrative inquiry as a relational methodology to explore how two teachers, one from primary and one from secondary education, and a teacher educator enhanced their professional agency through their experiences in a narrative inquiry workshop. Their narratives illustrate that through this inquiry, which encompasses the workshop experiences of preparation, implementation, and reflection alongside their involvement in this research project, they came to perceive their professional development (including insights into their past, present, and future) more profoundly and holistically. The findings provide insights into how teachers from diverse backgrounds can learn from and understand one another while further exploring their professional development and agency.
Nakata et al. (Thu,) studied this question.