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This study explored the nature of teacher candidates’ mental health narratives in the context of completing an elective course in mental health and wellness. How students deconstructed their narratives and the narratives of their peers over time was also explored. Participants included 67 fourth-year students completing a five-year concurrent teacher education program. Data was collected over two academic years and consisted of students’ beginning-of-course and end-of-course narratives. The narratives were analyzed using content and thematic analysis. The findings are discussed in the context of using shared narratives as case study to promote self-reflection, discussion, problem-solving and mental health literacy within undergraduate courses.Cette etude explore la nature des recits sur la sante mentale racontes par des etudiants a l’enseignement en train de terminer un cours sur la sante mentale et le bien-etre. Nous avons explore la maniere dont les etudiants ont decortique leurs recits ainsi que les recits de leurs pairs au fil du temps. Les participants consistaient de 67 etudiants de quatrieme annee inscrits dans un programme concomitant de formation des enseignants de cinq ans. Nous avons recueilli des donnees au cours de deux annees universitaires; ces donnees representaient des recits d’etudiants racontes au debut du cours et a la fin du cours. Les recits ont ete etudies grâce a une analyse du contenu et des themes. Les resultats sont discutes dans le contexte du partage des recits en tant qu’etudes de cas afin de promouvoir l’auto-reflexion, la discussion, la resolution de problemes et la comprehension de la sante mentale dans les cours de premier cycle.

Sharing Narratives to Foster Mental Health Literacy in Teacher Candidates