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This article engages the reader with a critical and challenging issue in teacher education domain. The issue chosen is the structure of the program which extends itself quite naturally to the issue of implementation in terms of institutions involved. The author argues that although there is no definite answer to the question of which pre-service teacher education program assures training of effective teachers, a viable teacher education curriculum should consist of four elements, together forming an image of a square. The four elements are described as: content (disciplinary) knowledge component, general educational knowledge component, content specific professional knowledge coupled with practicum and induction, which refers to a one year monitoring and coaching of novice teachers. The four-sided program needs to be implemented in a cooperative spirit which involves the higher education sector and public education sector, thus depicting a cross-sectoral picture of the task of teacher education. The first two components come naturally under the expertise of universities and the last two are components for which the public education sector is better prepared. The implementation scheme discussed in the article presents a serious challenge to the current thinking and policy direction in Iran which has recently rested the case for teacher education by awarding all the responsibilities to the public education sector and exempting the higher education from performing any meaningful role in this respect. The policy has manifested itself in the 2012 enactment of a legislature authorizing the establishment of a single university run by ministry of education to assume the full responsibility for teacher education.

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Abstract: The crisis of identity has been coupled with the field of curriculum studies. Despite the considerable quantitative expansion that the field has experienced in recent decade the academic borders are not yet clear and concise. Such indeterminacy, although is uncomforting at times, but it can be made into an opportunity providing the bedrock for creative suggestion of new accounts and pluralism with respect to identity. In this article the behavior of the administrators of the education system with reference to the deployment of curriculum knowledge in setting the stage for proper decision making has been made subject to criticism. The author emphasizes that such treatment is not justified even at the time of such identity crisis and that the graduates can offer worthwhile contributions to policymakers. What follows, then, is an explanation of the expectation that administrators could have from the scholars and specialists of the field. This expectation is expressed within the fundamental responsibility of the academic community to renew the educational programs defined for preparing future specialists. The point is that by attending to such professional responsibility, the crises of identity could be resolved (or ameliorated) and specialists with a more pronounce professional identity could be made available to policymakers. At the end, what is referred to as the map for plural identity has been suggested which identifies the spectrum of identity options available to curriculum specialists. An exemplary framework for a doctoral program consistent with the map is also attached to the article.
 

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Abstract: In this paper, effort has been made to investigate the capabilities of curriculum as an academic discipline (CAD) and the question to be answered was whether curriculum could be seen as an academic discipline? This question has been answered in two parts. In the first part, the criteria of scientific disciplines were presented from the perspective of experts and after extracting the agreed criteria, they have been explored in CAD. In the second part, various classification of academic disciplines were presented, then disciplines that are congruent with CAD have been identified and linked with it. Discussions of part two have led to this result that curriculum is a soft, alive and functional discipline. This discipline has philosophical, social and organizational perspectives. In summary, three views were discussed. Two of these three points of view imply that education and curriculum are not considered as an academic discipline. At the end, the definition of curriculum as an academic discipline has been presented.

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“Powerful Knowledge” is the main concept in Michael Young’s Knowledge-based curriculum theory. For more than 4 decades, he has been developing a variety of educational Ideas under the shadow of the concept. This paper tries to take out its implications for Curriculum theory, by reviewing most of annotated bibliography which was published by Young. The paper also covers some remarks and critiques on the concept and reflects them in a classified manner, and making inferences from them to conclude the most important implications of the concept for theory and practice.

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The purpose of this phenomenological study was to examine eight teacher students’ experiences in using the reflective narrative journal in the process of their Practicum.  Specifically, this study focused on capturing the essence of the experiences related to reactions, feelings and thoughts about the reflective narrative journal entries in Practicum process. Qualitative analysis revealed that reflective narrative journal for student teachers encompasses the progress of personal, professional knowledge, mental discipline, context to link theory with practice-world, professional interaction development with others, self-awareness from their development process.In addition to those, It endeavours Side effects such as empowerment in writing. 

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The purpose of this study is understanding the Personal Practical Knowledge (PPK) of teachers which has been done through qualitative method. Understanding PPK helps us to understand why teachers act in a specific way. In this regards, reflecting on their personal and professional narratives also help to improve their practice. This study was conducted along with 13 teachers in a non-profit primary school in Tehran. The results of the study indicate teachers’ rich knowledge of factors affecting success of the teaching profession. However, the data obtained from the observations show the difference between what the teacher describes as a successful teacher and effective teaching, and what happens in their practice. The dynamic and contextual nature of the teacher's knowledge and the different meanings and interpretations of similar experiences and events and absence of reflection are the factors that cause this differences.

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The article aim is theoretical clarification of reflective narrative writing as a professional development approach in student teacher internship curriculum. Method: meta interpretation is used in order to percept the relation between reflective narrative writing and professional development in three Steps: first, reflective narrative writing literature was reviewed to identify theoretical lenses. second, studies that suggest theoretical models on issues such as; »reflective«,»reflective practice«, »reflective narrative writing«, »professional development« were chosen and their findings were analysis conceptually.third, the excluded concepts were categorized in epistemological paradigms of previous lenses. Findings show  the conceptual findings of theoretical models on four above issues are blanketed in notable aspects (about towleve concepts).Also, both reflective narrative writing and professional development are  kinds of individual and collective learning. Providing a conceptual framework and comparing it with internship curriculum plan of Farhangiyan university are the study results.
 

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The purpose of this study is to design an educational program using dialogic education approach to cultivate the aesthetic perception of student teachers using A/r/tographical learning tasks.The research was a qualitative one and opted for normative method consisting. Finally,11 learning tasks were developed.