Teacher’s narrative and learner’s experience: Implication for curriculum theory

Objectives This study aimed to explore the meaning of teacher narratives in the field of curriculum studies through various theoretical perspectives and to demonstrate their connection to learner experiences. Methods Using Polkinghorne's theory on narrative inquiry, two perspectives on teacher narratives were distinguished. The concept of narrative was examined based on the three dimensions of narrative inquiry proposed by Clandinin and Connelly, as well as the theories of Ricoeur, MacIntyre, and Ong. The implications of teacher narratives in the field of curriculum were derived from a reinterpretation of Bruner's theory, connecting it to contemporary curriculum development and teacher theory. Results Understanding teacher narratives in the context of curriculum as the act of organizing and delivering educational content in a comprehensible story form to students reflects an attempt to identify it as a core task performed by teachers. Particularly in Bruner's later views, which emphasize the cultural formation of the human mind, narratives that express the cultural situatedness of meaning hold significance as key educational content enabling meaningful experiences. Furthermore, according to Ricoeur, MacIntyre, and Ong's theories, which explore the meaning of narratives in relation to time, space, and human issues, narratives represent a language that evokes human experiences themselves. Conclusions The discussions in this study on narratives provide a fresh perspective on curriculum autonomy, pedagogical content knowledge, and the meaning of teacher expertise in classroom practice.