Narratives as a tool for student-teachers self-study in internships

Document Type : Original Article

Authors

Department of Educational Sciences, Farhangian University, PO Box 889-14665, Tehran, Iran.

Abstract

Background and Objectives: The present study aims to explain the necessity of using narratives and stories in student internship courses. For this purpose, the most essential concepts, namely reflection, self-study, and narration, were defined and examined. Method: This research is based on a qualitative approach, and a descriptive-analytical method was used. In this research, the data was collected in a documentary way. Findings: In essence, profound reflection describes how students feel about their experiences and whether that sense informs their style and what they have as teachers. Since self-study aims to improve teaching practices for pre-service and experienced teachers in the learning process, self-study in teacher education programs is intended to understand better and facilitate the process of teacher education, and it has personal and social dimensions. Also, according to this study, narratives mediate our lives, knowledge, and experiences. Narratives are one of the most appropriate ways to gain life experiences. Narratives and stories are mirrors of experience that reflect our qualities and abilities. Conclusion: What the present study intended to emphasize and to confirm through the theoretical foundations and explanations of the various views was that the narratives and stories of the students in the teacher training programs, especially in internships as a tool for deep reflections so that one can explore the 'self' and acquire the skills needed for the teaching profession in various dimensions.

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References

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