During the last two decades Wertsch has developed and applied a theory of narratives as socioculturally situated tools that are used as “co-authors” (Wertsch 2008a) in the creation and reproduction of collective memory.  This paper explores how Wertsch’s theory can be elaborated at the meso-level to be applied to analysing experiential learning within a specific meso-level institution during initial teacher education rather than to memory in large national or “mnemonic communities” (Wertsch 2008b). 

Wertsch’s analysis of narratives tends to move directly from society wide narrative templates to the specific narratives of individuals or, in other terms, directly from the macro-level to the micro-level.  Wertsch acknowledges the importance of a meso-level in general terms. He comments that “meditational means reflect inherently particular, historical, cultural and institutional settings” (Wertsch 2000: 513, emphasis added). He also acknowledges that ““textual communities” are shaped as much by internal differentiation and institutionalization as by the texts around which they are formed” (Wertsch 2009: 132).  However, he does not give detailed consideration to the ways in which meso-level sociocultural contexts might mediate wider societal narrative templates. This gap is significant for the research reported here as this research focuses on the meso-level context of secondary education and the ways in which Wertch’s theory can be applied here to consider the narrative tools that are used as co-authors in beginning teachers’ learning from experience. 

Wertsch argues that “The task of sociocultural analysis … is to explicate how human action is related to cultural, institutional and historical context” (Wertsch 2000: 511).  In particular, it is important “to find a way to connect psychological processes to sociocultural setting” (Wertsch 1993:15).  He also argues that “the links between dyadic … interactions and the broader sociocultural system must be explored” (Wertsch 1993: 47)

In recent years, the study of initial teacher education (ITE) has made widespread use of social practice theories such as communities of practice and cultural historical activity theory (CHAT) to analyse the learning involved in becoming a teacher and to inform the design of learning experiences.  This has shown a growing awareness of the importance of relating human action (in this case professional learning) to cultural, institutional and historical context and of connecting psychological processes to sociocultural setting.  However, relatively little of this study has focused on the role of language or discourse in learning to be a teacher; still less has focused on the role of narrative in learning to be a teacher.  This is a significant omission given plausible arguments that teachers’ professional knowledge is narrative in form.

In addition, ‘dyadic interactions’ form an important part of learning to be a teacher in ITE through the process of mentor and tutor observations and feedback, and other forms of one to one collaboration around teaching practice.  However, little of the research and theorising around these interactions recognises the importance of narratives or attempts to relate these interactions to the ‘broader sociocultural system’

For these reasons, it is important for teacher educators to develop theoretical tools that acknowledge the centrality of narratives in shaping and communicating teachers’ professional knowledge and that link the acquisition of these narratives through interaction to the sociocultural context in which it takes place.  Wertsch’s theory has the potential to meet these needs if it is appropriately elaborated.

This paper uses empirical data from teacher education to provide and illustration of this elaboration and how it can be used.

Wertsch, J.V. (2000) Narratives as Cultural Tools in Sociocultural Analysis; Official History in Soviet and Post-Soviet Russia, Ethos 28: 4 511-533 Wertsch, J.V. (2002) Voices of Collective Remembering. Cambridge: Cambridge University Press Wertsch, J.V. (2007) National Narratives and the Conservative Nature of Collective Memory, Neohelicon XXXIV: 23-33 Wertsch, J.V. (2008a) Collective Memory and Narrative Templates, Social Research 75:1 133-156 Wertsch, J.V. (2008b) A Clash of Deep Memories, Profession 2008 46-53 Wertsch, J.V. (2008c) Blank Spots in Collective Memory: A Case Study of Russia, The ANNALS of the American Academy of Political and Social Science 617:58 Wertsch, J.V. (2008d) The Narrative Organisation of Collective Memory, Ethos 36: 1 120-135 Wertsch, J.V. (2009) Collective Memory, in, Boyer, P. and Wertsch James V. (eds) Memory in Mind and Culture. Cambridge: Cambridge University Press