پديد آورندگان :
ﻣﻌﺼﻮﻣﯽ ﻧﮋاد، رﺿﺎ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن ﺧﻮي , ﻣﯿﮑﺎﺋﯿﻠﻮ، ﻏﻼﻣﺤﺴﯿﻦ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن زنجان , ﺷﯿﺨﮑﺎﻧﻠﻮي ﻣﯿﻼن، اﻣﯿﻦ فاقد وابستگي , ﺷﯿﺨﻪ، ﮐﯿﻤﯿﺎ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن ﺧﻮي
چكيده لاتين :
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.
Method
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
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.
Aim
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.
Method
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
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.
Aim
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.
Method
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
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.
Aim
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.
Method
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
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.
Aim
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.
Method
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
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.
Aim
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.
Method
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.
