Within the qualitative research genre, narrative inquiry remains controversial, particularly for the novice researcher, because of its uncertain boundaries and relationship to other qualitative methodologies. This article represents a novice researcher’s attempt to address the ambiguity by presenting a systematic, critical exploration of the analytical methods and methodology of narrative inquiry. The methods are grouped into three clusters for discussion: the performative cluster, the structural analysis cluster, and the literary analysis cluster. Each cluster of methods is described, associated with its theoretical framework, and applied to the compelling narratives collected from a series of interviews with two preservice educators. Issues of credibility and believability in the interpretative analysis of the narratives are also examined. In the conclusion of the article are topics for continued reflection gleaned from the experience of trying to make sense of narrative inquiry.

Prospective teachers enrolling for teacher education programmes often bring with them fixed images and beliefs about the roles they see themselves fulfilling in the teaching profession. The aim of this research was to uncover, firstly, beginning student teachers' initial perceptions of the roles that they see themselves performing, and secondly, to understand how, after authentic school-based experiences, the student teachers have subsequently (re)arranged their perceptions of teacher roles.

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