جستجوی مقالات مرتبط با کلیدواژه « پژوهش روایتی » در نشریات گروه « علوم تربیتی »

To help with the clausal task of teachers training it was deemed to be useful if the professional experiences of teachers were shared among them through social media and in the form of auto-biographies. Within an in-service training program such auto-biographies were shared and then through collection of field notes and recording of teachers’ interactions the necessary data were gathered. Content analyses of the collected notes and recordings yielded a general collegial acceptance of the shared experiences, and their effectiveness in teaching new knowledge and skills to the participating teachers. Based on these findings four instructional strategies are recommended: knowledge sharing management, study group formation, group teaching and learning, and teaching through narrative research. Results also indicate that addition of such sharing of the life experiences to the regular in-service programs provides participants with an opportunity to reevaluate and improve the curriculum and teaching methods.

Narrative literature reviews could serve an essential scientific function, but few resources help people learn to write them through manuals or descriptions. The present paper aims to introduce the research capacities of narrative inquiry methodology in the field of higher education studies. Through documentary method by searching different scientific websites like SAGE, Elsevier, Springer, and etc. for related articles between 2000 and 2017, 22 documents were retrieved, and after the initial review, 13 documents were selected based on the criteria of utility and being up-to-date. To explore these resources, Altheide's process of document analysis (1996) was used. It seems that, there are four comprehensive narrative approaches which could be used in higher education researches: 1) Psychological approach, 2) Sociological approach, 3) Narration and individual’s interpretation of the narration according their specific cultural experiences, and 4) Institutional-organizational approach. Despite the potential of narrative studies and academic elites’ worthy accumulated experiences and other areas and due to the dominance of positivism in higher education and low acquaintance of researcher with narrative methods, researchers have taken a few advantage of this method in higher education area. This article, considering narrative methods’ limitations, intends to illustrate new horizons to utilize this method in higher education studies.