The effectivense of reflective practicum in the curriculum of teacher training in competences development of teacher students

The aim of this study was to evaluate the effect of reflective practicum in the curriculum of teacher training in the development of professional competencies. Method of study, quasi-experimental designs as a kind of pre-test and post-test with control group. The population included all teacher students, Tehran university have passed the practicum program for the first time in 1393-94 year. Sample available Sampling was used. Research assessment tool, a questionnaire was designed. Its validity was confirmed by experts. And reliability was calculated 0/90 with Cronbach's alpha. The data were analyzed descriptive and inferential statistics (T and Paired T, covariance). The results showed that is affected reflective practicum in competences development with new practicum curriculum Than those who were trained with traditional practicum curriculum, was more. The competence of student teachers in 1 and 2 practicum in the experimental group was significantly more than the control group. The results of the study indicated that development of student teacher's competencies, presence and action of student teachers in the classroom, school engagement, support guidance teacher and master, common goals and harmonize school, Find Problem, seminars, workshops and narrative inqury are affective.