Instructor at Farhanian University, Shahid Bahonar Branch, Tehran, Iran
Abstract
The current article investigates into the significance of using reflective narrative writing as a professional development approach in student teacher internship curriculum. To do so, meta-synthesis method was used. First, all the studies published on this issue in the past 20 years were selected. Then, they were reviewed and categorized. Next, based on the inclusion/exclusion criteria, 20 studies were chosen and their findings were synthesized, reviewed, and rearrayed. The results showed that using narrative reflective writing in teacher professional education is justifiable in four aspects: “narrative reflective writing and levels of reflective”, “narrative reflective writing and personal identity”, “narrative reflective writing and social identity”, “narrative reflective writing and professional identity”. Therefore, narrative reflective writing can improve four dimentions, such as: cognetive, emotional, socio cultural an practical as the important aspects of student-teachers professional development and has an effective role in the teacher education context.
Asadollahi, F. (2022). On the Significance of Training Professional Teachers via Reflective Narrative Writing. Teacher Professional Development, 7(2), 81-102.
MLA
Fatemeh Asadollahi. "On the Significance of Training Professional Teachers via Reflective Narrative Writing". Teacher Professional Development, 7, 2, 2022, 81-102.
HARVARD
Asadollahi, F. (2022). 'On the Significance of Training Professional Teachers via Reflective Narrative Writing', Teacher Professional Development, 7(2), pp. 81-102.
VANCOUVER
Asadollahi, F. On the Significance of Training Professional Teachers via Reflective Narrative Writing. Teacher Professional Development, 2022; 7(2): 81-102.
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