Abstract
Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways that teacher stories sustain PTs and MTEs by creating a living counter-narrative to the narrative of teacher evaluation MTEs and PTs live in the United States. We argue that MTEs’ motivations for collecting PTs’ teacher stories are informed by MTEs’ life experiences and the development of MTEs’ views of teaching and learning to teach.
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