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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 was to design, implement and evaluate e-learning based on the third and fourth Paradigms of Kashman's theory. The research method was quasi-experimental and mixed (qualitative and quantitative). The statistical population of the undergraduate students of Shahid Beheshti Medical Education Faculty of Tehran was selected by sampling method available to students of medical education. The data collection tool was a questionnaire of satisfaction, motivation and period test. Their reliability was calculated 86%, 86% and 83%, respectively. The quantitative and qualitative data were analyzed using multi-variable covariance analysis, Tukey post hoc test and maxquda12 software. The results of this study showed that the effectiveness of the design was based on the third and fourth paradigms in comparison with the existing methods from the viewpoint of the students of the medical education faculty in all three variables of development, motivation and satisfaction.
 

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The main purpose of this study is investigating the internal consistency of the electrotechnical field curriculum in technical and vocational branch from the view point of stakeholders. This study is practical in purpose and is done using the quantitative method. The statistical population includes all of the educational manager, teachers and students of electrotechnical field in Yazd province. A census method was used to select the sample. In order to gather data, the researcher-made questionnaire was used. The questionnaire validity and reliability was respectively confirmed by CVI index and Cronbach's alpha coefficient. Eventually Data were analyzed using descriptive and inferential statistics. Tottally, according to Kessels theories in curriculum internal consistency and study findings, the electrotechnical field curriculum does not have the necessary internal consistency and some measures were proposed to increase it accordance with Kessels theories.