Becoming a Teacher Under the Mother´s “Amparo”. Mother-Daughter Relationship as a Source of Knowledge in Teacher Education: A Narrative Inquiry

Abstract

Introduction. Early childhood education is a stage close to the initial period of birth, characterized by a strong presence of the mother. This scientific article focuses on the experience of a novice Chilean preservice early childhood teacher. The focus is on how this relationship constitutes a place of knowledge in early childhood teacher education and initiating teaching. Objective. To understand the mother-daughter relationship as a form of pedagogy; understand it as another way of constructing the educational relationship. Methodology. The research was based on narrative inquiry alongside one participant: Amparo, a novice early childhood Chilean teacher. During the meetings, both at school and elsewhere, research conversations were generated centered on their personal and professional history. With a narrative analysis, taking into account the guidelines of narrative inquiry, significant aspects related to the participant’s training as an educator emerged, which were linked to the figure of her mother. Results. Narrative inquiry allowed us to visualize learning that transcends traditional teacher education and originates in the unique mother–daughter relationship. Conclusions. It is understood that personal experience, such as the relationship with one’s mother, constitutes a source of knowledge that strengthens the teacher education process. In this sense, a practical implication is the importance of considering the mother–daughter relationship as an important element to visualize when educating early childhood teachers.