Collaborative Autobiography: New Pattern In Accordance With Internship Curriculum in Farhangian University

Document Type : Research Paper

Authors

1 Phd Student At Curriculum Development, Department of Education, Faculty of Education and Psychology, University of Isfahan

2 Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan

3 Assistant Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan

Abstract

The aim of this study is to design and implement the pattern of internship curriculum based on collaborative autobiography in Farhangian University and to analyze the Student teacher perceptions and experiences of this model. Considering the applied objective, this study is qualitative research on the base of emancipatory action research. Different methods of collecting data have been used and the data has been analyzed in qualitative and quantitative levels. The process of the research is also designed and done based on the action research cycle i.e. planning, acting, observing and reflecting. The research population for the suggested pattern included student teachers of Isfahan Shahid Bahonar Pardis University and the sample of the research consisted of a class with 18 male student teachers which had been selected purposefully. For assessing the validity of the results three method is used: triangulation, validating by itself and democratic validating. The results indicate that the representation of student teachers’ experiences in the pattern of internship based on collaborative autobiography including five contents of dialogue skills, peer supervision, narrative knowledge and experience, professional development and group action. These contents are in line with the contents obtained from analyzing the internship syllabus of Farhangian University. Findings also indicate that the student teachers could experience the range of objectives, contents, teaching and learning strategies and the designed assessment methods in the suggested pattern during the semester in the medium level. Therefore, according to the findings, it can be inferred that the optimal implementation of internship curriculum requires cooperation and multilateral narrative-driven collaborative actions of between students and professors and what makes this cooperation meaningful is the whole lifeworld that can be linked to internship curriculum. Hence, based on these results, it can be acknowledged that the collaborative autobiography pattern is consistent with internship curriculum objectives and it has the capability of being applied as an internship pattern in internship curriculum of this university.
 

Keywords

References

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Journal of Curriculum Research
Volume 9, Issue 2 - Serial Number 18
February 2020
Pages 44-84

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History

  • Receive Date: 12 June 2018
  • Revise Date: 18 December 2018
  • Accept Date: 16 January 2019

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