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This paper focused on teachers' personal stories to determine the pedagogical function and impact of children’s literature. This study employed a life-story interview approach within a qualitative narrative inquiry methodology. The sample consisted of ten teachers from different branches. Participants were recruited using purposive sampling. Data were collected through interviews and analyzed using thematic and narrative structure approaches. The narrative structure consisted of three components: problem, activities, and denouement. Participants’ life stories were thematically analyzed. The results show that teachers’ observations and efforts help students recognize their problems. Teachers who associate their own stories with children’s books lead to positive outcomes for themselves and their students. This experience helps students become aware of themselves and their problems and surrounding while helping teachers transform themselves individually and professionally. Therefore, children’s books are pedagogically crucial for both students and teachers. This result shows that we should first raise educators’ awareness of the pedagogical meaning and value of children’s literature. Future narrative inquiries should focus on students’ stories to determine the impact of children’s literature on children.
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