Analysis of the lived experiences of student teachers at Farhangian University regarding the structural challenges of virtual internship courses

Background and Objectives: The purpose of this study was to examine student teachers' lived experiences of the structural challenges of virtual internship courses at Farhangian University.Methods: To achieve this goal, the critical paradigm, qualitative approach, and Claise's seven-step phenomenological strategy were used. The research tool was a semi-structured in-depth interview. The research field included all students and teachers of Farhangian University in Kurdistan Province in the academic year 1399-1400, who were interviewed using criterion-based purposive sampling and based on the principle of relative data saturation. The criteria for selecting students were having experience in virtual internships or undergoing virtual internships and willingness to participate in the interview. Findings: The findings were obtained in two categories of advantages and challenges of virtual internships. Its advantages were classified into two categories: 1. Removing time and place constraints and 2. Developing technological skills, which resulted in seven concepts. The challenges were also classified into three main categories: 1. Structural, 2. Implementation, and 3. Content challenges, which resulted in 23 concepts.. Conclusion: According to the results of the study, although student teachers enjoyed benefits such as developing technological skills and eliminating time and place constraints in virtual internships, they faced more challenges than benefits. Therefore, virtual internships alone cannot meet the needs of student teachers and prepare them to acquire teaching skills and competencies.