Representing the lived experiences of interns and lecturers: challenges and solutions of discipleship in the internship period

Author

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

Abstract

Practical internship experience is an opportunity to develop professional skills. One of these skills is the ability to nurture disciples. The purpose of this research is to investigate the role of internship in improving the skills of discipleship by identifying the existing challenges and obstacles and providing suitable solutions to improve these skills among professors and students.
The research approach is qualitative and phenomenological, which was conducted as a case study. The samples were selected purposefully and snowball continued until theoretical saturation was reached. The field of research was lecturers (11 people) and student teachers (15 people), whose lived experiences and views were examined through in-depth semi-structured interviews. The analysis of the interviews was done by coding and categorizing, and to ensure theoretical saturation, other samples were interviewed.
The findings were done in two parts of coding and categorization, firstly, four main categories were extracted (the role of internship in improving discipleship skills, challenges, obstacles and solutions), each main category included three subcategories, in the second part, in the field of discipleship skills, three The main category (importance of discipleship skills, challenges in developing discipleship skills, each category contains six subcategories and solutions to solve the challenges of developing discipleship skills, containing five subcategories) was extracted.The results of this research identified the challenges and obstacles in the development of discipleship skills during the internship experience of trainee teachers and student teachers. The suitable solutions for improving and promoting the skills of discipleship were presented by intern teachers and student teachers.

Keywords

Main Subjects


Almasi, H., Zarei Zawaraki, M., Nili, M.R., and Delaver, A. (2018). Designing and validating the
training model of internship based on the theory of cognitive internship professor for the
implementation of the internship course in Farhangian University. Educational Psychology,
Summer 2018, No. 56, 1-29. [In Persian]
Alvarez, M. G. (2018). Can character solve our problems? Character qualities and the imagination
age. Creative Education, 9(2), 152-164.
Arabzadeh, A., Hosseini, R., Oladiyan, M. (2011). Explaining the strategies and consequences of
implementing the internship system based on teacher training in Farhangian University.
Educational Leadership and Management Quarterly, 15 (1), 188-165. [In Persian]
Brown, A., & Williams, L. (2018). Mentoring practices in higher education: Supporting the next
generation of scholars. Mentoring & Tutoring: Partnership in Learning, 26(2), 123-140.
Douglas A J (2012), From Campus to Class Room: A Study of Elementary Teacher Canadian’s’
Pedagogical Content Knowledge, The University of British Columbia.
Faghiri, M. (2022). Review and analysis of the internship course of Farhangian University: a
research document, Quarterly Journal of Teacher Education Policy Studies, 6(3), 53-76. [In
Persian]
Farahani, A., Arefi, M., Shams, G. (2023). Pathology of educational factors affecting the transfer of
students' learning in the internship course of Farhangian University, New Educational
Approaches, 18(1), 1-26. [In Persian]
Hamidizadeh, M., Goldasteh, A. and Soleimanzadeh, A. (2021). Explaining the development pattern
of teacher-student approach in tacit knowledge sharing. Strategic Management Studies,
12(46), 113-87. [In Persian]
Hedayat Panah, M., Pahandi Baladi, M. (1401) Requirements, principles and moral and educational
methods of discipleship from the perspective of Imam Sadiq (AS). Journal of Science and
Civilization in Islam, 4(14), 10-33. [In Persian]
Helgevold, N., Næsheim-Bjørkvik, G., Østrem, S. (2015). Key focus areas and use of tools in
mentoring conversations during internship in initial teacher education. Teaching and Teacher
Education, 49: 128-137.
Hijazi, A. (2011). Identifying the desired goals and activities in the Iranian teacher training
internship curriculum. Education and Training Quarterly, 11(1), 47-76. [In Persian]
Holmes, A. G. D., Tuin, M. P., & Turner, S. L. (2021). Competence and competency in higher
education, simple terms yet with compelex meaning: Theorical and practical issues for
university teachers and assessors implementing Competency-Based Education. Educational
Process: International Journal, 10(3), 39-52. https://doi.org/10.22521/edupij.2021.103.3
Javedani, M. (2011). Analysis of the lived experiences of Farhangian University professors from the
virtual internship during the Corona era and the consequences of the internship after the
Corona. Scientific Research Journal "Curriculum Studies", Iranian Curriculum Studies
Association, 13(2), 29-60. [In Persian]
Kanani, M., Hosni, Rafiq Mohammadi, M. (2022). Identifying dimensions and components of
professional development based on teacher teams: a documentary study. Journal of
Education. 2(154), 130-16. [In Persian]
Khalili, A. (2011). The characteristics of university professors in Iran's higher education based on
the thoughts of the Supreme Leader. Fundamental study of data. Journal of Research in
Islamic Education Issues, 30(56), 165-215. [In Persian]
Khoroshi, P., Sadasar, N., and Ghorbani, S. (2018). Examining the problems and difficulties of the
internship period of Farhangian University professors (case study: Farhangian University of
Isfahan). Quarterly journal of research in teacher training. 3(1), 13-39. [In Persian]
Maleki, S., Ahmadi, G., Mehrmohammadi, M., and Emam Jomea, M. (2018). Evaluation of the
internship program from the perspective of global experiences. Biennial of Theory and
Practice in Curriculum, 15, 424-383. [In Persian]
Matengu, M., Ylitapio-Mantyla, O., & Purolia, A. M. (2021). Early childhood teacher education
practicums: A literature review. Scandinavian Journal of Educational Research, 65(6), 1156-
1170. https://doi.org/10.1080/00313831.2020.1833245
Mohagheghzadeh, A. (2012). Becoming a professor: research on the professorial personality of Dr.
Fariborz Moattar on the occasion of the 82nd birthday of Dr. Fariborz Moatar. Traditional
sMedicine of Islam and Iran, 14(1), 59-88. https://sid.ir/paper/1130361. [In Persian]
Naderi, A. (2021). Recognizing the components of discipleship in Islamic mysticism with an
emphasis on the character of Junaid Baghdadi, Bayazid Bastami and Najm-e Maallemi alDin Kobari, Scientific Quarterly of Islamic Education, 35. [In Persian]
Roberts, C. C., Crowe, M., & Fullam, L. (2015). Does Method Matter?. Commonweal, 142(6), 16.
Rodrigue, I., Barcelo, M. L., Poveda, B., & Lopez-Gomez, E. (2022). The Development of
Competences in the Teaching Practicum: The Perspective of School Mentors as Assessors.
Educational Process: International Journal, 11(2), 7-25.
https://www.ceeol.com/search/article-detail?id=1084555
Salerini , A .(2014). Narrative Writing and University Internship Program, Procedia Social and
Behavioral Sciences, 140, 133-137.
Smith, J., & Jones, M. (2020). The role of mentoring in academic development. International
Journal of Mentoring and Coaching in Education, 9(2), 145-160.
Sohbat Lu, A. (2021). Analysis of teaching-learning approaches in order to provide a suitable student
model in Farhangian University. Curriculum Research, 1, 26-4. [In Persian]
Stephens, G. E. (2011). Teacher internships as professional development in career & technical
education. Journal of Career and Technical Education, 26(2), 68-76.
https://eric.ed.gov/?id=EJ974465
  • Receive Date: 22 July 2024
  • Revise Date: 12 September 2024
  • Accept Date: 30 September 2024
  • First Publish Date: 30 September 2024
  • Publish Date: 21 June 2024