A Reflection on the Theoretical Fundamentals, Practical Requirements and Methodological Features of Narrative Research

The present research aims to study and analyze the theoretical and practical aspects of narrative research. Currently, there has been a tendency of alternation in the epistemological direction of teacher training college curriculum from technological to reflective models along with the changes in the concepts and meanings concerning teacher training college. In the reflective models, there is such a close relationship between a teacher’s knowledge and practice that curriculum development undergoes teachers’ daily experiences and reflections. This is realized in the mentoring courses of Farhangian University, in which the student teachers are required to describe, analyze and share their daily experiences by conducting narrative research. Following such a research method, teacher researchers investigate others’ and their own narrations of biological experiences by listening, observing, living, writing and interpreting. With reference to the significance of the issue and lack of relevant Persian sources, the researcher intends to investigate the various aspects of narrative research by studying the relevant documents. Accordingly, the purpose is to study the literature, features and key elements of such a research in the first place. This is continued with an analysis of narrative types, procedure, data analysis, validation and ethical issues from the viewpoint of the experts. The article ends with the discussion of the criticism levelled against the research method and its limitations.