Pedagogical Significance of Micro-Narratives in Teacher Education

Challenges and Prospects for the Next Generation of Educators

Abstract

ABSTRACT Pedagogical Significance of Micro-Narratives in Teacher Education: Challenges and Prospects for the Next Generation of Educators TAKAIRA Kenichi （TOKYO KEIZAI UNIVERSITY） This paper delves into the concept of “teacher image” through the lens of teacher life his tory research, emphasising the narrative networks that form teachers’ professional identity. The study critiques the dominant administrative paradigm in contemporary Japanese society, which imposes a standardised “teacher image” to which teachers are expected to conform. This administrative approach undermines the rich diversity and relational context inherent in teachers’ life histories. The paper advocates for a paradigm shift in teacher training, from a top-down imposition of a monolithic “teacher image” to a bottom-up approach that values learning from the “small stories” of individual teachers. Such a shift is crucial for supporting the professional growth of teachers, fostering an environment where teachers can develop their unique “teacher visions” through collaborative and reflective practices. Drawing on the work of educational scholars Junji Yamazaki and Tadahiko Inagaki, the paper underscores the paramount importance of various contexts—schools, historical periods, and personal experiences—in shaping teachers’ professional development. It calls for a move away from externally imposed standards towards an appreciation of the diverse, context-specif ic narratives that contribute to a more mature and enriched public education system. This shift in perspective is not just enlightening, but it’s a call to be more open-minded in our approach to professional development. Keywords: Teacher Life History Research, Teacher Image, Professional Development, Narrative Networks, Reflective Practice