An analysis of the Students’ Experience of Farhangian University from the internship course of COVID-19 Pandemic Conditions

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangiyan University of Markazi, Arak, , Iran(PhD),

2 MA Student in Educational Sciences at Farhangiān University of Esfahan, Esfahan, Iran.

Abstract

The purpose of this study is to investigate the lived experience of Farhangian University student teachers from internships in cyberspace. For this purpose, a qualitative approach and a descriptive phenomenological method were used. The statistical population of this study was elementary school teachers of Farhangian University from Markazi, Isfahan, Ilam, Mazandaran, and Tehran provinces. Were selected as a sample. Necessary information was obtained using semi-organized interviews. The duration of each interview varied from 20 to 40 minutes and after 50 interviews; Information saturation was obtained. After conducting the interviews and coding and analyzing them using Nvivo software, the student-teacher experience of the internship course in cyberspace in 4 main subjects including: interaction and communication, technology and media literacy, teaching, and the structure of the internship course and the following 17 Theme was placed. The results of the study show that virtual internship training has included opportunities for student teachers; Such as benefiting from the teaching of other teachers, archiving the teaching of supervisors, increasing the internship time, increasing creativity in education, promoting media literacy and producing electronic content. There are also shortcomings in these trainings, which include: lack of interaction with students, tutors, and school staff; Lack of experience in classroom management; And lack of familiarity with school rules.

Keywords

Research in Teacher Education(RTE)
Volume 4, Issue 4
December 2021
Pages 41-62

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History

  • Receive Date: 02 November 2021
  • Revise Date: 29 November 2021
  • Accept Date: 01 December 2021

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