This paper presentation explores the lived experiences of two teacher educators conducting a ten-day writing workshop and how they implement narrative and writing pedagogy and dialogic interactions as pedagogical tools to foster self-reflection and critical reflection for teacher candidates, in-service teachers and ourselves, as teacher educators. We use self-study research as a lens to examine our own teaching practices and understandings. Together, we are making a shift toward experiential narratives in the lens of constructivist theory of teacher education.