Enseñar la indagación narrativa en la formación docente. Una experiencia de investigación que nos acerca

The study starts from the questions: How to teach narrative inquiry as a research method based on experience itself? What possibilities and difficulties arise in the process? The objective is to analyze the incorporation of first-person involvement when investigating using narrative inquiry in a teacher education subject. A case study is carried out, with a narrative inquiry approach, where a story is prepared based on the experience of the teacher, the researchers and the students of the degree of Pedagogy in the subject of Theory and Practice of Educational Research in the University from Barcelona, during an academic semester, where 106 first-year university students participated (two groups). For the story were considered: initial and final reflection of the students, observations and record of class conversations, description of the practice set in motion. It was possible to think about the conditions and tensions that arise when including the knowledge of the experience in teacher education. With the presence of narrative strategies, research activity is replaced as an action that is carried out alongside another and its history.