narrative inquiry

The book Engaging in a Narrative Inquiry, that published in 2022 by Dr. Jane Clendenin, professor emeritus at the University of Alberta, Canada, has been translated into Persian by Dr. Mahmoud Mehrmohmmadi under the title "Narrative Research in Education." The author takes a foundationalist stance, meaning that he sees the quality of narrative research as stemming from the researcher's philosophical foundation. The author's own position is Deweyian pragmatism. Relying on Dewey's relational approach, which he contrasts with the transcendental approach, he bases his ontology, epistemology, and value theory on relationalism and explains narrative research accordingly. In the author's opinion, narrative is formed in terms of three elements: time, place, and social conditions and narrative research is always subject to change in the context of continuous retelling of narratives. What is crucial is that the results be effective in solving problems. Some aspects of the author's perspective are controversial. Among them, the opposition of relation and transcendence in all three of its philosophical dimensions is subject to criticism; the place of truth in his narrative research is empty and reduced to efficiency; and finally, the collective narrative is not considered in this book and only the social conditions of the individual narrative are focused on.

The purpose of this article is to narrate an elementary school's experience of school-based curriculum planning according to its participants. In specialized texts, principals, teachers, family, students and external facilitators are mentioned as the main contributors to micro-level curriculum planning . In this article, according to the experience of the studied school, the first three categories are discussed. Students' experiences have been considered in all these three categories due to its central importance. The research method is narrative research. The data is collected from the lived experiences of the first author of this article from a decade of activity in elementary school as a curriculum leader. Data analysis is based on the three-dimensional space approach of Clandinin and Connelly. The findings are narrated in 5 scenes. The first scene, "The Beginning", deals with the participants of the first category, the second scene, "A concern of the teacher", deals with the concerns related to the teaching of the first researcher of the article. "Looking for Change" narrates the initial stages of changing the formal school system to a school-based curriculum. The fourth scene "Desiring a teacher" deals with the experiences of teachers as participants in the curriculum, and the final scene deals with the experiences of the school-based curriculum in relation to families. Finally, attention has been paid to answering the questions in the form of categories of participants facing the change process.

The purpose of this research is to identify the factors affecting the choice of humanities field. Parallel to this aim, the narrative-research method of the autobiography type was used. The source of data was the researcher's memories and narratives during his studies. Data analysis was done according to thematic analysis. In total, four main themes (educational, individual, family and environmental factors) and 19 sub-themes in two axes were identified. Findings in the first section include not belonging to school, the role of teachers, the effect of academic grades, academic guidance, achieving successful results, possessing literary talent, fear of failure, purposefulness, interest and desire, Family support, family educational background and Career prospects. Also, in the second section, obtaining successful results, receiving positive feedback, forming an identity, reducing motivation, doubt, parental satisfaction, high expectations, and misconceptions were obtained, which indicate the positive and negative consequences of this choice.

The aim of this study was to investigate the formation of professional identity and life experiences of the principal and founder of the first set of special schools for labor children in Tehran. The research is a narrative inquiry and qualitative and interpretive research in which the technique of narrative interview and field text is used. Exploring of the narratives indicated the profound effect that school experiences had on changing the beliefs and shaping the professional identity of the research participant. Based on fundamental reform document of education and in accordance with the needs of labor children, he has designed a special curriculum called "Growth Pattern" in the collection of schools for labor children, which has been successful in implementation. The results showed that educating labor children requires adopting a supportive approach in schools and changing the current curriculum in accordance with the needs of children in order to empower them. The results showed that education for labor children requires the adoption of a supportive approach by ministry of education and cooperation of this organization with municipalities and welfare organizations, and also empowerment of labor children requires changes in the current curriculum elements according to the needs of these children.

The narrative experiences of international students from foreign universities have addressed a vital aspect of their studies in international environments. These experiences play an important role in cultural exchange and the promotion of higher education. In addition to raising awareness about the challenges and opportunities presented by a new culture, the academic experiences of international students at foreign universities have been proposed as a crucial step toward internationalizing education. Studying at foreign universities exposes students to a variety of educational environments and provides them with diverse learning approaches, ideologies, and perspectives. This experience not only helps promote individuals' educational and research skills but also has a deeper and broader impact on the cultural and social development of students. The present study provides a comprehensive review of the experiences of foreign students at Kurdistan University. According to the latest 2021-22 results from the USA News Institute, Kurdistan University achieved a ranking of 13th among the country's comprehensive universities and 1434th among the world's leading scientific institutions. The main objective of this study is to understand the meaning of studying and the application methods used by foreign students at the university. As sub-stories, this survey examines in detail the life and educational experiences of students and attempts to understand the different dimensions of education at Kurdistan University from the perspective of students' daily personal lives. Using a narratology approach, this study examined the life experiences of 14 participants selected through Malachi's sampling technique from the foreign student population. To select individuals for this study, criteria such as at least two years of prior study at Kurdistan University were considered, along with experiences and memories to express during their periods studying abroad. To collect data, a narrative interview charter was used in an episodic manner. This type of interview is designed to evoke and retrieve participants' past experiences in the form of short narratives, presented during dialogue. Then, analysis and coding of the interview transcripts were done using the three-step theoretical coding method (open, axial, and selective). The present study also examined the experiences of 14 foreign students at Kurdistan University. Text analysis of the interviews was carried out, resulting in 208 open codes, 34 axial codes, and 10 selective codes. These codes included personal growth, personal skills development, job opportunities, travel and discovery, optimism about studying abroad, collectivization of the academic process, communication barriers, cultural shocks, and challenges to academic reputation. From the participants' experiences, it became clear that foreign students tend to categorize their experiences as either pleasant or unpleasant. Some believe that studying abroad is an unparalleled experience that, in addition to benefiting society and their home country, allows students to foster individual development, explore the new world, develop personal skills, and improve job opportunities. This experience plays an important role in personal growth, improving social and economic conditions, and transforming worldviews across different student societies. The positive economic and social impacts of this experience indicate an investment in the future of students. Promoting individual skills and increasing the knowledge level of these students will not only have personal effects but will also help improve social and economic conditions. Considering the increasing importance of international student recruitment, it is essential to give special attention to the issue of sociocultural integration. In interviews with international students, there are clearly some problems in their connections with Iranian students, faculty, and staff. These relationships are influenced by various cultural factors such as values, traditions, habits, and beliefs. Cultural shock is a fundamental element in this process, arising from differences in values and traditions between the societies of origin and destination. This shock plays an important role in people's interactions with a variety of factors such as climate, language, social roles, behavioral rules, and communicative tensions. In the face of the challenges of cultural adaptation, it is important for the academic community to provide support and facilitation. Positive actions and support from Iranians and the people of Kurdistan toward international students can lead to the creation of dialogue and discussion panels among university community members. These panels not only help to improve the integration process but also help to address issues associated with cultural shock. Another finding indicated that the majority of the international students interviewed expressed considerable dissatisfaction with the attitudes and administrative procedures of the organization. With the increasing importance of attracting foreign students as a national priority and the potential negative effects of any administrative barriers on the future of higher education in the country, it seems necessary for the authorities to provide justification on various aspects of this sensitive subject. It is also recommended to conduct special training courses to improve the communication and cognitive skills of officers. On the other hand, if foreign students' academic institutions are introduced to social regulations, civil laws, and civil rights laws in Iran, these should be seriously considered by the relevant organizations and institutions, including municipalities, immigration police, passport administration offices, and ministries of foreign affairs. In some cases, sufficient information about the details of amenities such as dormitories, hostels, student buses, etc. was not provided to international students before they entered the university. This has led to discontent among some students. These students, on the other hand, face considerable challenges and barriers in accessing information and communication technology, all of which relate to the externally-organized problems of Kurdistan University. It should be noted that from the viewpoint of the interviewees, the educational activities of the Persian Language Teaching Center, the abilities of non-Persian speaking faculty, play an important role in conveying a positive image of the university before international students' admission. Additionally, the warm reception of foreign students by people in the region has increased their satisfaction with being present in Kurdistan province. On the other hand, the professional and friendly behavior of many professors and employees at the University of Kurdistan has created a positive impression of the university. Cultural similarities between the people of Sanandaj and a number of neighboring countries have also led to a sense of rapport among the students. Given the increasing population of international students and the growing competition among countries to attract these students, the authorities of higher education in Iran must pay special attention to providing adequate conditions for the sociocultural integration and residency of international students. This is because international students can serve as sources of future skilled labor.

The present research was carried out with the aim of implementing and measuring the effectiveness of the special dialogue educational program for the development of the aesthetic perception of student-teachers, using the art-based narrative method. Ten of the student-teachers of Farhangian University who were selected by purposive sampling method, experienced a special educational program for cultivating the aesthetic perception and recorded their data in the personal portfolios. In order to measure the effectiveness of the program, first the portfolios of each of the student-teachers were evaluated by a total of 5 subject experts in the field of art who were selected through purposeful sampling. Then, the researcher evaluated the portfolios. Based on the data available in the portfolio of each student-teacher, the indicators of the effectiveness or lack of artagraphic learning tasks in promoting the aesthetic perception were finally judged by considering 4 four-level scales (very much, much, noticeable and insignificant). Findings showed that this special educational program for developing the aesthetic perception based on the process of dialogue education with artographic learning tasks has been accepted by the student-teachers and it could improve their aesthetic perception in these dimensions: attention to the formal aspects, the ability to represent and encode an aspect of lived experiences in the works of visual arts and the responsibility of revealing or deciphering it with a written and oral description, the power of self-expression and turning feelings into words, self-reflection and analysis, interaction and understanding the world of others.

It is obvious that new multi-level teachers should look for solutions to deal with the challenges they face. narratives of more experienced elementary school teachers lead to knowledge management and rebuilding the professional identity of their colleagues. The purpose of the article is also to narriate the challenges and solutions of education in elementary multigrade teachers. research was conducted with a qualitative approach and narrative research method. Sampling was done in a targeted way and with a criterion strategy, accessible. Data were collected through observation, interview and field notes. The data was analyzed with Lichman's model and the findings were expressed in 12 interwoven narratives, whose conceptual map was mentioned for greater clarity. Validation was achieved from triangulation, negative or contrasting case analysis, membercheck and the supervision of two faculty members of Tehran University. The findings showed that: lack of time, task interference, job motivation and attitude, teacher training and professional development, textbooks, useless guidelines, heterogeneous and different students, parents of students, working children and selling girls, lack of budget and the possibilities and simultaneity of several challenges with the spread of Corona was one of the challenges of teaching in a multi-grade class. Management of a multi-grade class (time management, mastering the content and lesson plan, integrating content, using project-oriented and caliphate methods, carpeting the classroom, grouping etc.), not responding to the circular and not participating in unnecessary meetings with previous coordination, focusing on students' learning, seeking cooperation from local institutions, paying attention to the teacher recruitment process and his qualifications, paying attention to curriculum literacy, mutual adaptation, Using the help of a consultant, cultural awareness of the context of the village, paying attention to sexual education, patience and divine beliefs of the teacher, using global experiences, taking advantage of the local capacity of the village were among the solutions to deal with these challenges.

The present study deals with the role and interaction of a university teacher’s beliefs and emotions in development and formation of his identity. To this end, following the qualitative approach and using narrative research based on biography, the research data were collected through oral interviews within four sessions. To analyze the data, according to the principles of narrative enquiry, the collected stories were retold and restoried on the basis of time, place, and interactions until dispersed stories were made into a coherent and chronological narrative in a socially meaningful context. The final narrative shows the trajectory of the teacher’s beliefs and emotions development since childhood through his work as a faculty member. More importantly, the interactions between beliefs, emotions and identity are revealed. Analysis of the narrative indicates that cultural and social atmosphere of the family alongside his teachers’ performances were the major sources of his beliefs about teaching. Moreover, it was demonstrated that positive and negative emotions that he has experienced as a teacher, effectively consolidated or modified his beliefs. Teacher identity, as a dynamic and changing concept, is similarly affected and changed by interactions of beliefs and emotions.

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.

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.

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.

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.

With regarding to the novelty of entrepreneurship education in Iran، present study investigates existent challenges and solutions emerged from lived experience of entrepreneurship faculty of University of Tehran. Due to the complexities in discovering entrepreneurship curriculum challenges، present study uses narrative method for deep investigating of challenges and suggest solutions. The study sample was selected by purposive sampling through three stage with defining appropriate criterions. The final sample included entrepreneurs from different fields such as petrochemical industry، cinema industry and meat trade، and basically have an educational interest. Investigation of narrations revealed that entrepreneurial identity, entrepreneurial creativity, applicableness, method of instruction and theory building competency are existing challenges of entrepreneurship curriculum, thus investigating narrations revealed the significance of revitalizing entrepreneurship education and for this purpose and according to the lived experience through narrations, the present study suggests redefining entrepreneurship faculty, considering macro entrepreneurship theory connect students to economic activist and employing situated learning approach.

This study aims to designing and validation of internship curriculum pattern based on collaborative autobiography in Teacher Education in Iran. In this research, it has been attempted to first analyze the specialized texts related to the subject, in order to extract the Foundations of collaborative Autobiography, and subsequently the implications of curriculum elements of this kind of internship.In the second step, a researcher-made questionnaire was developed and in order to validate the proposed model, the views of the teachers of the curriculum and the instructors of the internship courses at Farhangian University were used. According to the findings, the desirable implementation of the internship curriculum requires collaborative and multidimensional collaborative and multidisciplinary activities among the students of science, teachers and teachers, and what makes this sense meaning the narratives and life experiences that can be linked to the goals Courses are internships and courses.

Narrative inquiry is one of the approaches to the professional development of teachers and student teachers. The purpose of this study was to investigate the achievements of the narrative inquiry program for teachers and student teachers. This study was conducted using a Meta-Synthesis method. Based on the seven-step model, first, the research question is set; and next, the researcher systematically examines the articles published in scientific journals, public sources, and reputable sites, based on specific keywords. The third step is to search and review related texts. At this stage, according to the purpose of the research, related articles are selected and other articles are eliminated. The fourth step is to extract the information from the articles and the fifth step is analyzing and combing the qualitative findings. In the fifth step, the findings are coded and classified. The sixth step is quality control and the seventh step is to provide the findings. An agreement between the two coders is used to control the quality. Based on the above steps, in this study, due to the limitations of internal researches, external databases (Science Direct, Google Scholar, Springer, Taylor & Francis, Eric, and Emerald) were studied. The time period for the publication of studies were from 1980 to 2017. In the first step, the databases were examined using specific vocabulary and keyword phrases, all articles and texts were collected based on the relationship title of article with them. 150 documents (articles, books and dissertations) were found, that out of this number, 60 documents were selected as the final corpus according to the research questions. The documents that did not relate to the questions were removed and finally, the most relevant documents were identified. The findings were coded, categorized and themed. As a result of synthesizing the findings, two main categories and 15 concepts were extracted. After conducting the Meta-Synthesis research, the results of the study showed that: 1) the narrative inquiry allows teachers and student teachers to change their professional identity and become creative, productive, and researcher (by changing the role of the teacher as the creator and maker of knowledge, changing the role of the teacher to the designer and maker of the curriculum, Changing the role of the teacher to the researcher teacher; 2) the narrative inquiry allows teachers to develop their knowledge, skills and professional attitudes (through communication between theory and practice, developing of comprehension, getting teacher knowledge, comprehending teaching, solving problems of teaching, planning for the future based on past experiences, achieving meaningful learning, engaging and success of learners, encouraging self-reflection and helping to professional learning, identifying and understanding people's experiences, developing attitudes, and developing general personal skills).

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.

Narration and storytelling are tied to the lives of all humans. It is as if every human being is a story who must be narrated in order to be understood. In the same vein, the world of education is also the world of stories and narratives. Narratives of successes and failures in teaching and learning, and stories of students, teachers, managers, and other education practitioners they've encountered in their career. Therefore, it can be said that much education knowledge is embedded in life experiences and stories. Accordingly, the purpose of the present study was to apply a document analysis approach based on objective examples to identify and classify the types of narratives in the field of education. The findings showed that narrative methods can be classified based on different criteria: In terms of interpreting experiences, three types of individual, collaborative, and dialogic; In terms of narrator type, two types of autobiography and biography; In terms of the source of the narrative, four types of daily, individual, group, and adaptive; in terms of writing style, two types of public and academic; In terms of the angle of view, three types of first person, second person and third person; and in terms of the foundation of the narrative, two types of reality-based and imagination-based. These divisions can be helpful to introduce people to a variety of educational narratives.

Teacher Education variables that are less possible to understandable with positivism research methods. In other words, concepts related to education are not of a kind that can be understood accurately and deeply through quantitative methods. Therefore, recently curriculum theorists have been focusing on an epistemological orientation in understanding educational phenomena, which has opened up a new understanding among researchers and researched. therefore, the purpose of this study is to explain the position of the narrative inquiry, which serves epistemological shift in the understanding of phenomena related to teacher education field. In this regard, first, concept and definition of narrative and narrative research are presented and discussed importance of narrative inquiry in teacher education. In the following, the contexts of the emergence of the narrative research are described and by analyzing the paradigm shift in teacher education research, its paradigmatic positions will be discussed in terms of epistemological, ontological and methodological issues.

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.

The research is the building block of scientific progress, responds to questions, Produces new knowledge and finally, improves the lives of all human beings. The main point is that for research study to make lifestyle changes, Results should be shared with other people. Accordingly, the process of disseminating and sharing the results of research is one of the most accepted steps by scientists, scholars and researchers. As there are some fundamental differences between quantitative and qualitative research methodologies, qualitative research results should be shared professionally. Lesson Study as a kind of qualitative research strategy is of special considerations. Considering the lack of lesson study result sharing model in our country, this article aims to develop such model. In order to evaluate the reliability of this research the technique of Delphi was applied. In the desired model, two formats are presented according the different needs of the two beneficiary groups, namely lesson study users and other audiences (Other teachers, Education policy makers and other stakeholders outside the education system). The two formats include: research report as a kind of narrative writing (for teacher researcher and their colleagues) and summary of research report (for other teachers, Education policy makers and other stakeholders outside the education system). Narrative writing reports aim to develop lesson study group members professionally and are created through anecdotal and narrative extracts. This kind of report is of one copy and held in school for the benefit of all stakeholders and their titles are suited for Lesson Study cycle. On the other hand, summary report is developed to present research results to the audiences outside the lesson study group and is of six parts including the title, summary of the study, The overall profile of the process, Process results and their application to two groups of students and teachers, quality control and References).

Practicum curriculum, as one of the most important parts in teacher education, is an experimental and reflective learning program based on scientific and professional qualifications of student teachers. In this curriculum, student teachers can gain the teaching knowledge, skill and attitude through the integration of their practical and theoretical knowledge in real educational environment. The purpose of this study, which is an introduction to narrative inquiry, is to determine the importance of practicum curriculum in teacher education. Narrative inquiry is concentrated on developing reflective thinking in classroom and deep understanding of educational experiences. Narrative inquiry gives the possibility to reflect on learning and teaching theories in action and beside the explanation of educational phenomena provides the opportunity for the description of sudden and thought-provoking occurrences. In practicum curriculum, student teachers could encode and organize the reports gathered from educational situations in a narrative manner and explain educational problems through narrative inquiry. So, this article aims to analyze the role and importance of narrative inquiry in practicum curriculum of teacher education.

Experience is a fundamental concept in the practicum curriculum. Student teachers start their journey by learning from experience, and practicum is expected to provide opportunities for them to develop their experiences in real classroom and school environments. However, if we don’t have a clear understanding of what the word ‘experience’ means, we can’t learn from our experiences consciously, nor can we use narrative inquiry to study teachers’ experiences properly. So, first of all, we need to ask what the concept of experience means, and to reflect on what we think of its meaning. Also, it is worthwhile to read experienced educators’ point of view. The purpose of this article is to read Eisner’s conception of experience. Moreover, it is willing to introduce an interesting and informative book to those who want to take themselves seriously as teachers, and those who want to use narrative inquiry to study teachers’ experiences accurately.