Abstract
This article draws upon a research and development project ‘TASTE’ (teaching-as storytelling), based at the School of Education at Cambridge University and conducted in Greenwich, London and King's Lynn, Norfolk. Over the last two years, teachers and children have been working with professional storytellers to improve teaching and learning. The project highlights interesting similarities between the practices of teachers and storytellers and suggests that teacher education has much to learn from the art of storytelling. Such a perspective is particularly important because teaching is increasingly subject to centralised control and standardisation; and under so much pressure to improve learners' literacy. Parallel arguments are pursued in respect to the curriculum. The TASTE project developed stories emphasising a locality's identity, and diversity, for teachers to use within National Curriculum subjects such as English, history, geography and science.
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