This paper is part of a larger research project (“Educational relationships and curriculum making: between school experience and initial teacher education. Narrative inquiries”. Ref.: EDU2016-77576-P) in which we try to delve into these issues by developing several teaching proposals (Contreras, 2016, 2017) and analysing them. One of these proposals an inquiry into writing stories of experience as a teaching resource.
In the results of this part of the research we identified three moments in the writing process that could help to promote the construction of experiential knowledge (Pañagua, Martín-Alonso, Blanco, 2018): 1) narration of the experience, what demands to pay attention to their daily life and details that could be important in the narration; 2) by narrating an experience we have the chance to rethink about it, so in this second phase students start to think deeply about the experience and look for a pedagogical sense of it; 3) when students try to think for a long
time about an experience they end thinking about the pedagogical theme that it evokes and their personal relation with it.
In this paper we try to expose and analyse a teaching experience in the degree of Pedagogy. In this experience we used several narrative resources (written and oral stories) and asked students to write stories of experience. At the same that we developed the course, we have documented the process. Therefore, the purpose of this paper is to show the results of this part of the research, in which we have tried to focus in the three mentioned moments when writing stories of experience (specially the first one: “narration of the experience”).
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