Professional Identity of Graduate Students of Curriculum Development: A Phenomenological Study

This research is reviewed professional identityinshared experiencesofgraduate students of curriculum development.The Aim of this research is to provide a space to hear stories that studentshaveunderstand and experienced in their professional identity. This study was conducted with a qualitative approach and phenomenological method. The population of this study consist of graduate students of curriculum developmentthat familiar with this field. Participants were selected using purposive sampling from the Faculties of Education. For this purpose, semi-structured interviews were conducted with 18 of Participants. To ensure the reliability and accuracy of dataMeanwhile review and approval of interview questions by experts,usedFrequent comparison dataandEquivalent to data saturationmethods.Data analyzed by Smith (1995) method andResults shows that 4 main themesidentifiedsuch as (1) the individualrole (2)the social acceptance(3) discipline structureand(4)identifying the field.Each of thisthemes has several sub-themes. Redefining in the role of curriculum developer, the boundaries of disciplines, the role of teacher and decentralization in the curriculum developmentare some of the resulting factors that emphasized bygraduate students of curriculum developmentin professional identity.