TY - JOUR JF - cstp JO - نظریه و عمل VL - 5 IS - 9 PY - 2017 Y1 - 2017/9/01 TI - A Narrative Inquiry Curriculum & Professional Development of Student-Teachers in Farhangian University: Design Curriculum Model TT - برنامه درسی روایت پژوهی و توسعه حرفه ای دانشجویان دانشگاه فرهنگیان: طراحی الگوی برنامه درسی N2 - 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. SP - 69 EP - 104 AD - KW - Model of narrative inquiry curriculum KW - professional development KW - student- teachers KW - Farhangian university. UR - http://cstp.khu.ac.ir/article-1-2640-en.html ER -