Abstract
Abstract Currently, there is strong interest in narrative and story and their role in learning how to teach. As a teacher educator working with students, not yet teachers, I became interested in my use of story in my teaching. This study examines the use of story in an adolescent development course. The article reviews the methodology employed, the problematics of storytelling in teaching, and three patterns of storytelling that emerged. The patterns of discourse reflect the underlying purposes of teacher education and highlight the relationship of teller and audience. The discussion highlights the role of storytelling as a way of expanding experience and the analysis of experience for beginning teachers.
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