Zohreh Karami
Abstract
Introduction: Teachers in order to become a professional, must acquire the appropriate professional competencies and be constantly refining them. The teacher's professional competencies are divided into three sections: content knowledge, educational knowledge and technological knowledge. Narrative inquiry ...
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Introduction: Teachers in order to become a professional, must acquire the appropriate professional competencies and be constantly refining them. The teacher's professional competencies are divided into three sections: content knowledge, educational knowledge and technological knowledge. Narrative inquiry is one of the approaches to teacher professional development that is based on research, experience and thoughtful.Method: The purpose of this study was to investigate the knowledges acquired by student-teachers through narrative inquiry based on the model of Kohler and Mishra. This research was conducted qualitatively using phenomenological method. Through purposive sampling, one group of student-teachers in the field of primary education of Shahid Bahonar Campus in Hamadan were selected as the research sample. The narrative inquiry curriculum for this group was conducted for one semester and at the end, their experiences were examined through semi-structured interviews. Also, narrative inquiry projects performed by students were analyzed and the necessary information was extracted from them. In order to analyze the data, was used of the thematic analysis method.Results: Findings showed in the field of content knowledge, student-teachers gained knowledge of concepts in textbooks through narrative inquiry and based on Kohler and Mishra model. In the field of educational knowledge, they acquired knowledge about the teacher and his / her educational duties, knowledge about teacher-centered research, knowledge about learning, knowledge about teaching, knowledge about evaluation, knowledge about educational equipment, knowledge about the physical structure of the school, and knowledge about school staff. In the field of educational content knowledge, they became familiar with the methods of teaching thematic courses, the stages of teaching courses, teaching-learning strategies of courses, learning activities, and teaching thematic courses with the help of the media. In the field of technological knowledge, they became acquainted with software and hardware knowledge, and in the field of technological pedagogical content knowledge, they became acquainted with the combination of new technologies in teaching thematic courses.Discussion:To explain the research findings, it can generally be stated that involving student-teachers in the developmental activities based on narrative inquiry is an interesting task which changes the roles of student-teachers from information receivers to the creators of curriculum and active knowledge makers. Through a research-centered approach, student-teachers can be involved in a type of learning which lets them think and ponder. Thinking and pondering results in perception and then action.
Curriculum Development
najmeh soltani nejad; mahboobeh arefi; Nematollah Moosapour; kourosh fathivajargah
Abstract
The aim of this study was to explore the teaching approach of an elementary school teacher focusing on the role of educational theories. Narrative inquiry was selected as the research methodology. As narrative inquiry focuses on the life of one or a few individual, this research focused on a single elementary ...
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The aim of this study was to explore the teaching approach of an elementary school teacher focusing on the role of educational theories. Narrative inquiry was selected as the research methodology. As narrative inquiry focuses on the life of one or a few individual, this research focused on a single elementary school teacher as participant. In order to analyze the data obtained from narrative and semi-structured interviews, narrative analysis and analysis of narratives were used. In order to ascertain the validity of the research findings, member-check and triangulation methods were used. Straus and Corbin paradigmatic model was used as a technique for analysis of narratives. Findings revealed that the core category determining this teacher’s teaching approach was her beliefs formed under the influence of background experiences and teacher education courses. In the final analysis the strategy of the teacher involves selecting academic theories providing a background for this teacher to according to practical wisdom in the classroom. So the findings indicate that although different factors other than educational theories affect teacher’s approach, theories play a critical influence on teacher’s activity. So, the rigorous design of teacher education curriculum can help teachers perform informed action in classroom.
