An autobiographical narrative inquiry: My hope as an educato

Traditionally, much of the Professional Development teachers have been involved in has been identified as theory to practice. In this autobiographical narrative inquiry, I tell the story of introducing a competing professional development story on the professional knowledge landscape (Clandinin & Connelly, 1995). Competing stories are those types of professional development activities that encourage teachers to be more in control of their own professional development, by relying less on experts and more on the knowledge gained from reflecting on their experiences in classrooms and school settings using theoretical sources. I explore why I felt so compelled to implement a competing story on the professional knowledge landscape using narrative inquiry as my research method. In the process of this inquiry I began to understand my hope on the professional knowledge landscape. Photography also helped me to understand what challenged and sustained my hope on the professional knowledge landscape. Several themes revealed themselves as I told my story in four distinct notebooks.