This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life story, eliciting and analysing issues, interpreting and contextualising, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum (2) the role of the instructor is changed in the learning process (3) It can bridge the gap between emotional-personal and theoretical knowledge.