TI - A Narrative Inquiry Curriculum & Professional Development of Student-Teachers in Farhangian University: Design Curriculum Model PT - JOURNAL ARTICLE TA - cstp JN - cstp VO - 5 VI - 9 IP - 9 4099 - http://cstp.khu.ac.ir/article-1-2640-en.html 4100 - http://cstp.khu.ac.ir/article-1-2640-en.pdf SO - cstp 9 ABĀ  - 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. CP - IRAN IN - LG - eng PB - cstp PG - 69 PT - Research YR - 2017