Abstract:

This study was conducted to investigate the role of narrative inquiry curriculum in the professional development of student-teachers at Farhangian University of Iran. This is a quasi-experimental study including a pretest, a posttest, a control group, and an experimental group. The statistical population included the student-teachers of Farhangian University at Shahid Bahonar Campus in Hamadan. The students studying elementary education were selected as the research sample. Then the experimental and control groups were selected randomly. The experimental group was trained in narrative inquiry curriculum based on the professional development for one semester, and the control group was trained in the narrative inquiry curriculum designed by Farhangian University. Both groups were evaluated using a researcher-made tool before and after the training programs. Multivariate ANCOVA was employed to analyze the results. After conducting the training programs, the two groups were significantly different in knowledge, competence and attitude. Involving student-teachers in the narrative inquiry curriculum with the purpose of professional development can change their roles to the creators of knowledge. It can also develop their knowledge, competence and attitudes.

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