Narrative story in ethically oriented teacher training – the optics of teacher candidates
Abstract
Abstract The aim of this empirical study is to reflect on the possibilities for using a narrative approach in university teacher education. In a course called ‘Ethics in the Teaching Profession’, this approach was applied to a group of students of preschool and elementary education. The treatment of ethical issues was conducted through selected works of art. In an interactive lecture, students were presented with two Classical myth stories depicted in works of art. They were then asked to reflect on this approach to reveal their views on the method and its effects on their perspective as teachers. Methodologically, the research was based on a thematic analysis of 152 student documents totaling 93,000 words. A content analysis of this material yielded four main themes: from distrust to acceptance, didactic inspiration, the timelessness of art, and lessons learned. The results suggest that a narrative approach can enrich future teachers’ professional thinking, enhance their awareness of teaching ethics, and foster their capacity for ethical judgment. According to its percipients, the narrative form, supported by embodied artistic artifacts, has great potential to develop teachers’ ethical competences during their teacher training.