Authors
1
Assistant Professor, Department of Educational Management, Farhangian University, Tehran, Iran
2
PhD student in the field of Philosophy of Islamic Education, Islamic Azad University, Tehran Science and Research Unit, Tehran: Iran
3
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
10.48310/istt.2026.22592.1220
Abstract
Background and Objectives: Epistemology helps teachers' thinking, knowledge, and intellectual orientation, and is essential for teachers' effectiveness, which always leads to better student learning. Therefore, the aim of the present study is to determine the educational position of epistemological courses at Farhangian University from the perspective of student teachers. Methods: The researcher used a qualitative method with a phenomenological approach to describe the experiences of student teachers at Farhangian University of Tehran in terms of being influenced by epistemological beliefs. The study population consisted of student teachers at Farhangian University of Tehran, who were selected through purposive sampling with 20 people, and semi-structured interviews were used to collect information. The coding method was used to analyze the qualitative findings. Findings: The results of the analysis and interpretation of the data indicate that the main categories extracted from the primary, secondary, and central coding process include the type of view on philosophy, student teachers' job stress, the term of presenting epistemology courses, the instructor's perspective and belief on epistemology courses, the status of epistemology, the status of the university, human and moral values, increasing awareness of philosophical issues, culture building, increasing epistemological literacy, greater interaction with competent individuals, improving the way of teaching, promoting beliefs and values, improving personal characteristics, promoting commitment and responsibility, insufficient belief in the philosophy of epistemology courses, lack of sufficient studies in this field, and lack of educational resources. Conclusion: According to the extracted model, these categories are placed in the subsection of methods, program, principles, and educational goals defined in epistemology courses, which are effective in improving the quality of student teacher education.
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