جستجوی مقالات مرتبط با کلیدواژه "narrative research" در نشریات گروه "علوم تربیتی"

The spread of the Corona epidemic and the limitations in Iran’s technological infrastructures led to a serious crisis in educational institutions, so teachers were forced to use virtual education. The aim of the present study was to investigate the meaning-making strategies of teachers in classroom management during the Corona crisis. This study has been part of a qualitative research of narrative type with an interpretive approach. The potential participants of this research were all the teachers of various courses in Shiraz in the academic year 1400-1401 and the research tool was a semi-structured interview. To select the sample, purposeful criterion-based approach and theoretical saturation criteria were used, and finally 17 teachers were included in the group of participants. Data analysis was done using Attride-Stirling method of thematic analysis. After thematic extracting and categorizing, four organizing themes were extracted including the strategies based on teacher’s technological literacy, strategies based on teacher’s communication skills, strategies based on teacher’s specialized teaching skills, and strategies based on teacher’s evaluation skills.

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.

The present study was conducted to investigate the narratives of a primary school teacher in the field of virtual mathematics teaching during the covid-19 pandemic. The qualitative research method is a narrative research and the source of the research data are the narratives of two years of teaching mathematics in non-profit and state schools. The data obtained from the narratives were analyzed using the Colaisian method and using Max Kyuda 11 software. The findings showed that teachers faced educational and technological problems in teaching virtual math, but they should minimize the educational gaps created for students and parents by using different teaching styles and continuous communication with parents and students.

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.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

The professional identity of teachers is affected by many factors and conditions inside and outside the educational environment. Teacher professional identity is a fundamental issue that encompasses the overall career advancement of teachers. Professional identity is a teachers' interpretive framework that is created through different interactions of teachers with different working conditions and their fields of work. Professional identity is considered to be a dynamic thing that develops over time, which is why many factors affect the development of teachers' professional identity. Identifying these factors and paying attention to them will improve the efficiency of teachers. The present study aimed to identify the factors affecting the growth of a teacher's professional identity.

The method of this research is based on studies conducted by a narrative-research method, which has been done with studying their autobiographies. According to the research method of the society and the research sample, the life stories of the narrator (researcher) are formed. Data collection tools in this study are researcher’s narratives from his/her life, education and working life, which are based on the principles of narrative research by Clandin and Conley (2000). These principles are based on the focus of narrative on three elements of time, place and interaction, and through this, the life story of the storyteller is re-told. In this approach, researchers collect descriptions of events or happenings and present them as a story using a plot. To evaluate the validity and reliability of the findings, two methods of triangulation and group-evaluating have been used.

The study of the course of narratives showed that the formation of the teacher's professional identity from the following stages: individual negativity, zigzag, social negativity and affirmativeness. Also, factors affecting the development of teacher professional identity were organized in the following four dimensions: Individual and family (including components of education, personality, life events, family atmosphere, beliefs and interactions), factors related to the educational life (including components of interactions, behavioral, contextual, formal curriculum and unknown curriculum), factors related to the employment life (behavioral-managerial, contextual, supervisory and educational components) and socio-political dimension (including social and political components).

The formation of professional identity is a complex and long process that is full of challenges and problems. This process takes place in a specific cultural context and is influenced by personal, social, cultural, political, professional and global factors.

This research is a qualitative study which was done based on biographical method which is one of the sub-categories of narrative research. In the biographical research, the experiences of one or more individuals are collected and the research report is formulated through narrative research. Therefore, in this study, the researchers have been identifying the success factors of national teachers through examining interviews with sample teachers. This was done by repeatedly reviewing the text using the open coding method. Subsequently, codes with semantic and conceptual commonalities were grouped into single batches, resulting in fewer batches. In the last step, to reduce the categories created in the second stage and to find more general themes, it was attempted to discover and identify the textual themes by finding common points among the twenty-two categories. Finally, four general themes were identified: 1- Personality and ethical characteristics of the sample teachers 2- Human relations of the sample teachers 3- Professional skills of the sample teachers 4- Classroom characteristics of the sample teachers. Interested teachers can increase the quality of their work, and ultimately the quality of the educational system, by employing these basic components and adding other components to them.

Now, despite the acceleration in the process of diverse and wide-ranging developments, the position of the teacher as an essential factor in the field of education and training has become increasingly important. Obviously, the promotion of professional skills of teachers in the field of research and education, it requires knowledge and decision making, problem solving, sharing solutions and sharing experiences. Therefore, today the professional development of teachers is inevitable and an important factor in increasing the level of efficiency and quality of education. undoubtedly, the narrative of experiences and activities and sharing their outcomes is an effective tool in this regard. The researcher here is an example of a community of students participating in the classroom of professional research and development. First, the text from the observation and participation was prepared and arranged then sentences or statements were extracted and compared to the classification and extraction of the components. Findings and outcomes in the components of the Education and learning process (excitement and motivation, teaching aids, interaction and mutual respect, freedom of expression and high participation), Curriculum planning (encouragement, pre-organizer, feedback), Spatial status and physical (disturbing factors, comfort and convenience) were classified and proportional analysis and judgment were performed.

the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field. the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field. the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field. the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field.

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.

The purpose of this study is to investigate the effect of multicultural situations in the process of teaching, learning the human factors of Ahvaz Faculty of Petroleum. In order to achieve this goal a qualitative approach and narrative study method have been used. The study population and the human factors include professors, students and other staff, such as an advisor to the Ahvaz Faculty of Petroleum. Using purposeful sampling method and based on theoretical saturation of findings, four of them were selected as samples.. Data collection method is face -to-face and unstructured interviews. Also, the method of research analysis is a qualitative content analysis method. The research findings were extracted from 6 themes.They are factors causing racial discrimination in the classroom and in the community. As they can fight ethnic prejudices, they will be able to respect their ethnicity, customs, language and culture that eliminate injustice among the classroom.

The purpose of this study was to investigate student-teachers’ narratives about the identification of effective factors in the creation of professional identity. The research approach used in this research was qualitative and type of research was the narrative approach. The data gathering tool was the autobiographical and biographical writtings of student- teachers in the form of Bachelor project. The method of selecting participants was purposeful and desirable items. To this end, 22 undergraduate projects were selected for analysis. At the stage of research implementation, at first, the researchers reviewed the autobiographical writtings of student- teachers. In the stage of reviewing the narratives of the student, the experiences of the student in three periods, the experiences of the pre-university student, the experiences of a student, a prediction about his future teacher, were described, encoded and interpreted in the form of self-referencing and outobiogeography. After extracting the initial codes and naming the axes in the calendar stages, based on the information obtained, the factors that contributed to the development of the professional identity of the concepts arose. Because, in the validation of the concepts derived from the interview from the student teachers, the effect of the pre-university era in building a teacher’s identity, and the four-year period of teacher training,  has influenced by the development of the teacher’s identity. So that even this period, from the perspective of the interviewees, can be explained better than in the pre-university period in terms of curriculum planning, educational facilities, and academic level of instructors.

The present research aims to study and analyze the theoretical and practical aspects of narrative research. Currently, there has been a tendency of alternation in the epistemological direction of teacher training college curriculum from technological to reflective models along with the changes in the concepts and meanings concerning teacher training college. In the reflective models, there is such a close relationship between a teacher’s knowledge and practice that curriculum development undergoes teachers’ daily experiences and reflections. This is realized in the mentoring courses of Farhangian University, in which the student teachers are required to describe, analyze and share their daily experiences by conducting narrative research. Following such a research method, teacher researchers investigate others’ and their own narrations of biological experiences by listening, observing, living, writing and interpreting. With reference to the significance of the issue and lack of relevant Persian sources, the researcher intends to investigate the various aspects of narrative research by studying the relevant documents. Accordingly, the purpose is to study the literature, features and key elements of such a research in the first place. This is continued with an analysis of narrative types, procedure, data analysis, validation and ethical issues from the viewpoint of the experts. The article ends with the discussion of the criticism levelled against the research method and its limitations.

Narrative research, being one of the novel approaches here under qualitative research has been introduced as an independent and unique approach in social sciences since1990s. The present study which represents a kind of method, investigates certain aspects of the experienced and narrated human life and seeks to gain a deeper understanding of these experiences which are gained from dialogues and participation in the life of participants within a social and cultural context. Narrative research emphasizes on the way people give meaning to their experiences through the stories which they narrate. This paper aims to feature a brief introduction of narrative research as a specific type of the qualitative research method, through which one can describe some of the social relations in activist's life. To achieve this goal, first, the conceptual context of narrative and its applications, and then the basic assumptions of the study, data collection methods, types of data analysis and validation criteria are examined. Finally this approach is criticized and examined.