2
Professor, Tarbiat Modares University, Tehran, Iran
Abstract
The purpose of this phenomenological study was to examine eight teacher students’ experiences in using the reflective narrative journal in the process of their Practicum. Specifically, this study focused on capturing the essence of the experiences related to reactions, feelings and thoughts about the reflective narrative journal entries in Practicum process. Qualitative analysis revealed that reflective narrative journal for student teachers encompasses the progress of personal, professional knowledge, mental discipline, context to link theory with practice-world, professional interaction development with others, self-awareness from their development process.In addition to those, It endeavours Side effects such as empowerment in writing.
Maleki,S. and MehrMohammadi,M. (2018). Narrative Journal as a Tool of Reflection and Professional Development, Experience of Pre-service Teachers in Practicum Course. Theory and Practice in the Curriculum, 5(10), 127-154.
MLA
Maleki,S. , and MehrMohammadi,M. . "Narrative Journal as a Tool of Reflection and Professional Development, Experience of Pre-service Teachers in Practicum Course", Theory and Practice in the Curriculum, 5, 10, 2018, 127-154.
HARVARD
Maleki S., MehrMohammadi M. (2018). 'Narrative Journal as a Tool of Reflection and Professional Development, Experience of Pre-service Teachers in Practicum Course', Theory and Practice in the Curriculum, 5(10), pp. 127-154.
CHICAGO
S. Maleki and M. MehrMohammadi, "Narrative Journal as a Tool of Reflection and Professional Development, Experience of Pre-service Teachers in Practicum Course," Theory and Practice in the Curriculum, 5 10 (2018): 127-154,
VANCOUVER
Maleki S., MehrMohammadi M. Narrative Journal as a Tool of Reflection and Professional Development, Experience of Pre-service Teachers in Practicum Course. TPC, 2018; 5(10): 127-154.
