Turning Windows into Mirrors: Digital Stories as a Teaching Strategy to Explore the Apprenticeship of Observation in Pre-Service Teachers

This article shares the critical reflections of a teacher educator who utilised digital stories as teaching strategy in professional development module for final-year pre-service teachers. Action research, through participatory narrative inquiry approach, was employed, and data were gathered from stories, scripts, reflective essays. The findings suggest that platform created students to collaboratively share their perceptions, beliefs, memories regarding profession reflect on impact this lived experience had developing identity ideas good practice. Suggestions are made recognising autobiographical essential all facets education acknowledging influence apprenticeship observation individual teachers teacher-training programme curriculums.