Experience is a fundamental concept in the practicum curriculum. Student teachers start their journey by learning from experience, and practicum is expected to provide opportunities for them to develop their experiences in real classroom and school environments. However, if we don’ t have a clear understanding of what the word ‘ experience’ means, we can’ t learn from our experiences consciously, nor can we use NARRATIVE INQUIRY to study teachers’ experiences properly. So, first of all, we need to ask what the concept of experience means, and to reflect on what we think of its meaning. Also, it is worthwhile to read experienced educators’ point of view. The purpose of this article is to read Eisner’ s conception of experience. Moreover, it is willing to introduce an interesting and informative book to those who want to take themselves seriously as teachers, and those who want to use NARRATIVE INQUIRY to study teachers’ experiences accurately.

This aim of this study is to understand the lived experience of senior managers in banking industry and to outlines the factors that they consider critical in the development of their own careers. Ten managers from Bank Mellat were selected and semi-structured interviews were planned. By applying a qualitative research approach, NARRATIVE INQUIRY was implemented. During a six phase NARRATIVE thematic analysis of data, two different approach to career success was identified; the first was career success as an achievement and the second was career success as an endowment. When successful managers consider the career success as an achievement, they introduce three factor named human capital, social capital and motivational capital. While seeing the career success as an endowment, psychological capital and spiritual capital become more important. Main contribution of study is developing a comprehensive model that describes career success factors. Findings provide practical implications for designing and implementing management development programs.

Over the past decades, technological advances have opened up language learning and teaching opportunities and integrated theory, practice, and research in education. Therefore, researchers have begun exploring whether Extramural English activities afforded through technology are linked with improving EFL learners’ language learning. This qualitative study is intended to track the trajectory of two highly proficient EFL learners’ experiences with language learning through technology-based Extramural English (EE). In so doing, it sought to gain insights into technology roles in mediating learners’ ability to achieve high proficiency levels in English language. To this end, the study used NARRATIVE INQUIRY as the main approach, drawing upon different sources, including interviews, diaries, and WhatsApp texting, to collect the desired data. In this study, the EFL learners revealed how technology could provide EFL students with an excellent opportunity to develop their oral language abilities, particularly speaking and listening. Additionally, they demonstrated that technology has great potentials and advantages for enhancing EFL learners’ vocabulary and grammar. An analysis of the NARRATIVEs also revealed that technology could positively affect their affection and psychological state, such as boosting their self-confidence and inspiring them to pursue language learning with greater motivation. This study would make it possible to identify resources and a range of affordances offered by technological tools, including learners' capacity to benefit from extramural English activities, and extending learning outside of the classroom, which, in turn, can provide insights into language learning occurring in educational contexts.

The sociocultural ways of conceptualizing human learning in general education have given rise to various sensitive and time-consuming tools of knowledge production for both the researcher and the researched. The gravity of the situation is more noticeable in NARRATIVE INQUIRY methodology, which has gathered momentum in both general education and second language teacher education (SLTE) because it requires long engagement with participants and (re) telling of tales of success and failure. However, the ethicality of this knowledge production tool has remained in the periphery of academia. Grounded in our data, we present a case for a critical-event approach to NARRATIVE INQUIRY, indicating how the participants’ engagement in the research process enabled them to externalize their feelings, verbalize their everyday and scientific theories and, ultimately, systematically examine their teaching philosophy and develop ecologically valid pedagogical practices. These 3 functions of NARRATIVE INQUIRY seem to enhance the ethicality of NARRATIVE INQUIRY research methodology.

Teacher Education variables that are less possible to understandable with positivism research methods. In other words, concepts related to education are not of a kind that can be understood accurately and deeply through quantitative methods. Therefore, recently curriculum theorists have been focusing on an epistemological orientation in understanding educational phenomena, which has opened up a new understanding among researchers and researched. therefore, the purpose of this study is to explain the position of the NARRATIVE INQUIRY, which serves epistemological shift in the understanding of phenomena related to teacher education field. In this regard, first, concept and definition of NARRATIVE and NARRATIVE research are presented and discussed importance of NARRATIVE INQUIRY in teacher education. In the following, the contexts of the emergence of the NARRATIVE research are described and by analyzing the paradigm shift in teacher education research, its paradigmatic positions will be discussed in terms of epistemological, ontological and methodological issues.

NARRATIVE INQUIRY has emerged as a pivotal approach for analyzing human processes and experiences in urban planning. This study employs a systematic review methodology based on the PRISMA framework to explore the role and positioning of NARRATIVE and NARRATIVE INQUIRY in addressing contemporary urban challenges. From an initial pool of 327 English-language sources, a refined process involving rigorous inclusion/exclusion criteria, screening, and citation chaining identified 27 key references (85% journal articles, 15% books; mean publication year: 2017). Findings, supported by quantitative trends (e.g., 75% growth in NARRATIVE studies post-2016, 48% focusing on participation, Table 3), reveal that NARRATIVEs—categorized as for, in, and of planning (Ameel, 2017, 2020, 2022)—enhance stakeholder dynamics, place identity, and social decision-making, aligning with Clandinin and Rosiek’s (2007) polyphonic NARRATIVEs and Sandercock’s (2003) transformative typologies. The integration of these NARRATIVEs fosters interdisciplinary linkages across urban studies, architecture, and sociology, yet gaps persist in inclusivity (33% addressing identity/heritage, Table 3) and technological adoption (15%, Table 6). Thematic analysis using NVivo 12 (r = 0.65 interconnectivity) highlights the need for justice-oriented and context-sensitive approaches. NARRATIVE INQUIRY facilitates interdisciplinary planning methodologies, forging robust linkages among urban studies, architecture, and sociology, while identifying critical gaps, such as inclusivity and technological integration.

The aim of this study is to investigate Iranian TEFL graduates’ conception of measurement error in research. Adopting a sequential explanatory multi-method strategy (Borg, 2009), the researchers analyzed causal and temporal relations in the research NARRATIVEs elicited from 30 TEFL graduates. Gee’s (1986) framework for identifying NARRATIVE discourse units (lines, stanzas, and episodes) was adopted to investigate participants’ conceptions of logical orders in measure development algorithms and their knowledge of error sources. In addition, taking a NARRATIVE positivistic approach, the NARRATIVEs were rated based on Optimal Matching Analysis (OMA). Finally in ‘continuous event history modeling’ phase of the study, Cox Proportional Regression Analysis showed how temporal markers in research NARRATIVEs can be used to predict one’s knowledge of measure development in research design. The results suggest that researchers’ error-awareness and algorithmic knowledge correlate significantly with each other and constitute knowledge of measure development in general. The contribution of dimensionality and validity testing to this knowledge was also found to be statistically significant.

Many aspects of EFL teaching are negatively influenced by professional identity challenges which are not effectively responded to by EFL teachers. Considering this, few studies, however, have been conducted on EFL teachers’ professional identity challenges, and especially on their gender-specific challenges, and factors which can facilitate their professional identity construction. Therefore, this study, benefitting from a NARRATIVE INQUIRY method and using semi-structured interviews, aimed to examine the professional identity gender-specific challenges of six institute EFL teachers. The findings of this study showed that EFL male and female teachers were different in relation to the professional challenges they faced and a number of factors had caused this. Based on the overall findings, it is recommended that EFL teacher educators become aware of the challenges faced by teachers and factors which can affect their professional identity construction. Additionally, they need to help EFL teachers reduce the destructive effects of professional identity challenges by facing them and turning them into opportunities for learning.

Objective: This research aimed to provide a deep and comprehensive understanding of how women's lived experiences of living with a spouse with substance dependence are shaped, maintained, and changed over time. Method: This is a qualitative study utilizing a NARRATIVE INQUIRY approach. The statistical population comprised all women residing in the city of Junqan, Chaharmahal and Bakhtiari Province, who had lived with a substance-dependent spouse for an average of 4 to 5 years. From this population, twelve women with substance-dependent spouses were selected using a purposive sampling method, specifically through criterion-based sampling and theoretical saturation. The data were collected through NARRATIVE interviews. To analyze the data, a NARRATIVE analysis method was used. For the purpose of validating the research, two strategies were employed: peer debriefing and member checking. Results: The lived experiences of women living with a spouse with substance dependence can be categorized into four main stages: 1) the pre-addiction stage, 2) the onset of addiction stage, 3) the crisis stage, and 4) the decision-making stage. Each of these stages has its own specific characteristics, challenges, and outcomes. Conclusion: The lived experience of women living with substance-dependent spouses is a process of growth and change, and each stage requires appropriate social actions and support.