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The present research was conducted with the aim of explaining the practical knowledge (skills and activities) of teacher training teacher based on the skillfulness of action. The first step was to investigate the history of teacher training teachers and their global studies in accordance with the combined research methodology: Total Synthesis The text of the documents and handwritten writings of the great thinkers, called Education, was studied in this field. The result of this study is the facets of action in the practical knowledge (skills and activities) of the curriculum of teacher education teachers in four themes: "Individual talents and abilities along with group collaboration", "Disagregated formations", "Analysis" Educational Position "and" Development of Thinking in Action 

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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.