This paper, based on Burke’s dramatism quintet (1969), presents the scenarios which are represented in the class stories narrated by six Chemistry teachers who take part in the Institutional Scholarship Program for Teacher Initiation (PIBID), an institutional program of teacher education that articulates in-service teachers, students of teacher education and professors. These stories were narrated monthly in a virtual learning environment; forty eight were analyzed. The scenes, agents and acts of each scenario revealed by the class stories were presented. The analysis led to the in-service education wheel through three different scenarios: the problem situation, the teacher education process and the experimental activities. The potentiality of class narrative in teacher education is defended, since it enables the recording an education process from the perspectives of different agents. This recording illustrates the teachers´ education process, their classes and the theories that underlie their pedagogical practice. Besides, when the stories are read and also problematized, they become a tool for teacher education through narrative.