Narratives in the teaching profession: the voice and experience of a teacher
DOI:
https://doi.org/10.24310/mar.7.2.2026.22795Keywords:
education, experiences, professional identity, narrative inquiry, teacherAbstract
The present article examines the construction of meaning surrounding the experience of an early childhood education teacher, exploring her personal and professional trajectory. Teaching is understood as a process shaped by lived experiences, emotions, and reflections that configure professional identity and ways of teaching. The research is framed within a qualitative hermeneutic approach, using narrative inquiry (NI) and biography. The narrative analysis shows that the teacher’s life history not only influences her personal development but also guides her professional practice. The findings reveal forms of learning that transcend the academic sphere and are reflected in her relationships with young children, in the construction of an ethical sense of teaching, and in the ability to create meaningful educational environments. Teaching practice emerges as a space of both personal and collective transformation. The results indicate that NI provides an appropriate framework for exploring the complexity of teachers’ lives by bringing forward the voices and subjectivities of those who teach. The teacher’s experience confirms that narratives not only illuminate the human dimension of education but also offer resources to enrich pedagogical practices and the theoretical foundations that support teacher education.
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