A Study on Expert Primary School Teachers’ Deep Insight and a Model to Develop that in Student Teachers

The present research has endeavored to study deep insight experiences of expert teachers of primary schools as an effort to provide a model to be expanded for student teachers to use. Taking a qualitative approach, the research used narrative inquiry. The statistical population consisted of primary school teachers. Snowball sampling was used, and data collection and analysis were carried out by means of semi-structured interviews and content analysis. The research findings indicated that the narrative inquiry model is based on the application of three main steps – “the skill of understanding”, “the basics of understanding”, and “developmental contexts”. Therefore, passive-reflective observation, creativity, tolerance, questioning and silence are the most important skills used by expert teachers when interacting with events in their professional life. The mental basis for these skills arises out of applying fundamentals to use such as endless human faculties, affection, deep insight and taking an aesthetic approach when confronting every lived experience. By materializing this step, a suitable ground will be provided for expert teachers’ insights into domains such as cognition, learning, teaching, assessment and educational leadership. Moreover, by using the model suggested in this study, student teachers can obtain deeper insight from expert teachers’ experiences and use it in their professional life.