Volume 5, Issue 9 (9-2017)                   CSTP 2017, 5(9): 69-104 | Back to browse issues page

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A Narrative Inquiry Curriculum & Professional Development of Student-Teachers in Farhangian University: Design Curriculum Model. CSTP. 2017; 5 (9) :69-104
URL: http://cstp.khu.ac.ir/article-1-2640-en.html
Abstract:   (1686 Views)
The aim of the present study is to design and validate the narrative inquiry curriculum for professional development of student-teachers in Farhangian university. The model of narrative inquiry curriculum is grounded on the theories of Dewey, Bruner, Schwab, Vygotsky, Donald Schön, Clandinin and Connelly. In this model, learning is a reflective practice and experience-based practice. The student- teachers make sense meaning through thinking and reflection on self-experiences of themselves and the experiences of others; They actively learn, acquire knowledge, skills and attitudes through narratives and enhance their professional development. In this study, two main questions were addressed: 1.) What characteristics have a model of narrative inquiry curriculum for professional development of student- teachers? 2.) Is this the model is validated? To answer those questions, a descriptive-analytical method was employed. The model was designed and validated by 20 curriculum experts and teacher- educators. A high percentage of professionalsthe experts, assessed the model and its different parts of it as appropriate.
Full-Text [PDF 995 kb]   (5338 Downloads)    
Type of Study: Research |
Received: 2016/06/11 | Accepted: 2017/01/10 | Published: 2017/09/24

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