Reconceptualization the Educational Practice: A Narrative of the Educational Journey of the Present Teacher, the Learner of the Past, and the Future Curriculum Specialist

Document Type : Original Article

Authors

1 Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran

2 Associate Professor of Curriculum Planning, University of Tehran

3 Assistant Professor-Department of Educational Leadership and Development, Faculty of Educational Sciences and Psychology, Shahid Beheshti University

Abstract

The purpose of the current research is to describe and describe the educational journey of the first author of the research in the curriculum text, in the position of past comprehensive, current teacher and future curriculum expert, and to reconceptualize the teacher's educational practice based on the educational metaphor of the journey. The current research design is of qualitative type, and in terms of method, it is included in the category of narrative research. The general method of the work is that the first author of the research, as a teacher and in fact, a subject for analysis, subjected himself to deep introspection and presented his personal narrative of the phenomenon in question (here curriculum) in the narrative style of "auto-ethnography" and then, in order to validate his narrative, he has used the narrative of three other teachers, who were selected using the purposeful sampling method (criterion-oriented preference), along with his own narration. The main process of extracting the key concepts and themes has also been done using the seven-step method of Colaizzi (1987). The findings of the research indicate the necessity of turning the theory and practice of the curriculum and redefining the components of the curriculum from simple to complex and from quantitative to qualitative.

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