Exploring the impact of Reflective Narrative writing on Student teacher’s professional Development at Farhangiyan university: The phenomenology of lived experences

Document Type : Original Article


1 Ph.D. Student in Curriculum Planning, Tarbiat Modares University, Tehran, Iran

2 Professor of Curriculum Planning, Tarbiat Modares University, Tehran, Iran


The significant purpose framed this investigation, to find out the impact of Reflective Narrative writing tasks on student teachers professional developme. Phenomenological approach is used to gain the deep understanding of the phenomena under the study. Statistical society included, student teachers were accepted in the field of elementary teaching in Tehran campuses. 20 candidate were selected by target method (12people girls and 8 people boys).The data collection tool was phenomenological interview. Themetic content analysis is used to analysis the data. Findings include nine main themes: curriculum planning, teaching and learning, curriculum making, reflective thinking, critical teanking, artistic in teaching, professional competencies, context and time. Some of the girls believe that curriculum making by opening cod is not nesassary way to produce knowledge. As well. Artistic theme is draw out girls interview contents.In order to release the power of great potence of reflective narrative writing,we should over come impelementive, programmatic problems at the the levels of school and university cause some supple skills such as decision criteria, phalanstery and time limitations in these contexts. Otherwise, narrative as a main mechanism in teacher training inter program, instead of training reflective teachers, chenges to some mechanical and formal activities.  


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