Analysis of the lived experiences of Farhangian University graduates from the challenges of internship courses

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

2 Department of Educational Sciences, Farhangian University, Tehran, Iran.

Abstract

The purpose of the present study was to analyze the lived experiences of Farhangian University graduates regarding the challenges of internship courses. In line with the research objectives and questions, a qualitative approach and descriptive phenomenological method were employed. The research field consisted of Farhangian University graduates from Kurdistan Province during the academic years 2019–2021 who had work experience in schools. Using convenience sampling, 14 teachers (2 women and 12 men) were selected. Data were collected through semi-structured, researcher-made interviews, which continued until data saturation, and were analyzed using open and axial coding. The findings resulted in two main themes: the first theme was the identification of challenges, and the second theme included strategies to overcome these challenges. Based on the results, several deficiencies were found in internship courses, including the lack of cooperation between mentor teachers and student-teachers in classroom discussions and the mentor–student relationship; the ineffectiveness of theoretical internship courses; the absence of training on managing virtual classrooms; idealistic and personally driven content goals; unfamiliarity of some internship instructors with qualitative research methods; and finally, insufficient coordination in evaluation methods.

Keywords

Main Subjects

References

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Teacher Education Policy
Volume 7, Issue 1
October 2025
Pages 37-50

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History

  • Receive Date: 17 March 2024
  • Revise Date: 12 October 2025
  • Accept Date: 24 October 2025

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