کارورزی در بستر بومی: پدیدارشناسی تجربه دانشجومعلمان دختر دانشگاه فرهنگیان ایلام

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

1 استادیار، گروه آموزش علوم اجتماعی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران.

2 استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان،صندوق پستی 889-14665 تهران، ایران.

3 دانشجوی دکتری مشاوره، دانشگاه ازاد اسلامی واحد علوم و تحقیقات تهران

10.48310/istt.2026.21858.1204

چکیده

پیشینه و اهداف: پژوهش حاضر با هدف واکاوی تجربه زیسته دانشجومعلمان دختر دانشگاه فرهنگیان ایلام در دوره کارورزی آموزش ابتدایی انجام شد تا ابعاد مختلف این تجربه از منظر تعاملات حرفه‌ای، چالش‌های محیطی و ساختاری، و فرآیند شکل‌گیری هویت معلمی در بستر فرهنگی و اقلیمی استان ایلام بررسی شود.
روش: مطالعه با رویکرد کیفی و روش پدیدارشناسی تجربی بر پایه مدل هفت‌مرحله‌ای کولایزی انجام شد. مشارکت‌کنندگان شامل دانشجومعلمان دختر دانشگاه فرهنگیان ایلام بودند که حداقل چهار واحد کارورزی را گذرانده بودند و بر اساس نمونه‌گیری ملاکی انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته گردآوری و تا رسیدن به اشباع نظری (۱۰ مصاحبه) تحلیل شدند. فرایند تحلیل شامل استخراج بیانات کلیدی، معنادهی، و شکل‌دهی مضامین اصلی و فرعی بود تا تجربه کارورزی در بستر واقعی مدرسه معنا یابد.
یافته‌ها: تحلیل داده‌ها به شناسایی 25 مفهوم، ۱۰ مقوله فرعی و ۴ مضمون اصلی منجر شد که در مجموع تصویری چندوجهی از تجربه دانشجومعلمان ارائه می‌کند. مضامین شامل «تجربه های دوسویه درارتباط با معلمان و مدیران»، «عبوراز فاصله میان تصورات دانشگاهی و واقعیت مدرسه»، «محدویت ها»، و «ساختن هویت معلمی در خلال تعاملات مدرسه ای» بودند. یافته‌ها نشان دادند که کارورزی فرصتی برای بازاندیشی، خودشناسی و یادگیری مبتنی بر عمل است که از رهگذر مواجهه با واقعیت‌های آموزشی شکل می‌گیرد
نتیجه‌گیری: کارورزی در بستر بومی ایلام، با ویژگی‌های فرهنگی، اجتماعی و جغرافیایی خاص، تجربه‌ای زمینه‌مند و تحول‌آفرین برای دانشجومعلمان محسوب می‌شود. یافته های این پژوهش نشان داد که تعامل میان عوامل شخصی، ساختاری و محیطی با فرآیندهای یادگیری عملی در مدرسه، به شکل‌گیری توانمندی‌های حرفه‌ای و رشد فردی می‌انجامد. در این چارچوب، کارورزی نه صرفاً یک دوره آموزشی، بلکه فرایندی پویا در تکوین هویت و عاملیت حرفه‌ای معلمان آینده است—فرایندی که در مواجهه با واقعیت آموزشی و بستر محلی معنا می‌یابد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Practicum in a Local Context: A Phenomenological Study of the Experiences of Female Student Teachers at Farhangian University of Ilam

نویسندگان [English]

  • fariba parvaneh 1
  • azam sadat mirzasafi naeeni 2
  • negar alibeigi 3
1 . Assistant Professor, Department of Social Science Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 Assistant Professor, Department of Psychology and Counseling, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
3 PhD student in Counseling, Islamic Azad University, Science and Research Branch, Tehran
چکیده [English]

Background and Objectives: This research aimed to explore the lived experience of female student teachers at Ilam Farhangian University during their primary school internship. The goal was to examine various dimensions of this experience, including professional interactions, environmental and structural challenges, and the process of forming teacher identity within the cultural context of Ilam province. Method: The study employed a qualitative approach using the phenomenological method based on Cizek’s seven-step model. Participants included female student teachers at Ilam Farhangian University who had completed at least four internship credits and were selected through purposeful sampling. Data were collected through semi-structured interviews and analyzed until theoretical saturation was reached (10 interviews). The analysis process involved extracting key statements, assigning meaning, and forming main and sub-themes to contextualize the internship experience within the real school environment.Findings: Data analysis resulted in the identification of 25 concepts, 10 sub-categories, and 4 main themes, collectively presenting a multi-faceted picture of the student teachers’ experiences. The themes included “Reciprocal Experiences with Teachers and Principals,” “Bridging the Gap Between University Conceptions and School Realities,” “Limitations,” and “Constructing Teacher Identity Through School Interactions.” The findings indicated that the internship is an opportunity for reflection, self-discovery, and action-based learning that takes shape through engagement with actual educational realities.Conclusion: The internship in the local context of Ilam, with its specific cultural, social, and geographical characteristics, is considered a contextualized and transformative experience for student teachers. The research findings suggest that the interplay between personal, structural, and environmental factors with practical learning processes in schools leads to the development of professional competencies and personal growth. Within this framework, the internship is not merely a training period but a dynamic process in the formation of future teachers’ professional identity and agency—a process that gains meaning through encountering educational realities and local context

کلیدواژه‌ها [English]

  • Practicum
  • professional development
  • phenomenology
  • context-based model

مراجع

Abdi-Lifkouei, A., Abbasi, N., Reyhani Ardabili, A., & Moradkhani, E. (2024). Identifying
damages and challenges of Farhangian University’s virtual practicum during the COVID-19
pandemic: A mixed-methods study. Educational and School Studies, 13(2), 205–223.
https://doi.org/10.48310/PMA.2024.3659 [In Persian]
Ahmadkarmaj, V., & Babaei, M. (2025). An analysis of Farhangian University student teachers’
lived experiences of structural challenges in virtual practicum courses. Teacher Experiences,
3(3), 1–18. [In Persian] https://doi.org/10.48310/istt.2025.18093.1126
AliNattaj Sadati, S. A., Shafizadeh, H., & Soleimani, N. (2025). Validation of the quality
enhancement model for the practicum course of Farhangian University student teachers.
Cognition, Behavior, Learning, 2(4), 1–21. [In Persian]
Arthur, P., & Koomson, S. (2023). Is student internship still beneficial today? The views of multiparties in Ghana. PSU Research Review. Advance online publication.
https://doi.org/10.1108/PRR-01-2022.
Bugti, F., Bugti, S. M., & Zamir, S. (2024). Challenges faced by prospective teachers in teaching
practicum: A phenomenological approach. Pakistan Social Sciences Review, 8(4), 50–66.
https://doi.org/10.35484/pssr.2024(8-IV)05.
Guerriero, S., & Deligiannidi, K. (2017). The teaching profession and its knowledge base. In S.
Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession
(pp. 19–35). OECD Publishing. https://doi.org/10.1787/9789264270695-en.
Hajkhazineh, M. (2025). Design and validation of a conceptual model of the practicum program
for the professional development of Farhangian University student teachers. Teacher
Professional Development, 10(2), 125–148. [In Persian]
https://doi.org/10.48310/tpd.2025.17750.1793
Hamzehloo, Z. (2024). Representing the lived experiences of interns and instructors: Challenges
and strategies of apprenticeship during the practicum period. Quarterly Journal of Teacher
Experiences, 2(1), 16–33. [In Persian] https://doi.org/10.48310/istt.2024.16782.1084
Hejazi, A., Mehraban, R., Ramezankhani, S., & Ghoddousi, F. (2024). Phenomenological analysis
of the internship program for skilled learners in the employment plan of Article 28 of the
Ministry of Education. Journal of Applied Educational Leadership, 5(1), 195–212.
https://doi.org/10.22098/ael.2024.14338.1395. [In Persian]
Hudson, P., & Hudson, S. (2018). Mentoring preservice teachers: Identifying tensions and possible
resolutions. Teacher Development, 22(1), 16–30.
https://doi.org/10.1080/13664530.2017.1298535.
Kharoushi, P. (2022). Examining Farhangian University graduates’ views on the effectiveness of
the practicum course in enhancing student teachers’ professional competence. Curriculum
Studies, 17(64), 217–248. [In Persian]
Khodadust, M. R., & Faramarzi Kohnehshahri, F. (2025). A study of English language teachers’
internship program in Iran and Turkey: Similarities, differences, and challenges. Iranian
Journal of Comparative Education, 8(2), 3558–3595.
https://doi.org/10.22034/IJCE.2024.448472.1569.
Maleki, S., Ahmadi, G., Mehrmohammadi, M., & Emam Jomeh, S. M. R. (2021). Evaluation of
the Farhangian University practicum program. Teacher Education Policy Studies (Research
in Teacher Education), 4(4), 63–98. [In Persian] https://www.magiran.com/p2371089.
Miller, M. R. (2013). College students’ perceptions of the impact of volunteering in a medical
center (Master’s thesis, Ohio State University). Ohio State University.
Poursalim, A., Rahmati, S., & Romani, S. (2024). Phenomenology of Farhangian University
student teachers’ lived experiences of participation in practicum courses. Journal of
Curriculum Studies, 19(75), 193–226. [In Persian].DOI. 10.22034/jcs.2025.477473.2333.
Rahmati, R., & Karimi, A. (2022). A review of global experiences related to international
practicum programs for student teachers. Teacher Professional Development, 7(1), 1–20. [In
Persian] https://journals.cfu.ac.ir/article_2232_1755dfe7bc993e1e840ae1529e709be2.pdf
Rastegari, N., Soleimanian, E., Ghasemshirazi, S., & Sabahi, F. (2023). Representing the
professional identity of Farhangian University student teachers throughout the course of
study. Teacher Professional Development, 8(3), 79–103.
https://doi.org/10.48310/tpd.2024.15361.1556 [In Persian]
Simon, E. (2024). Cultivating professional identity: The vital role of practical teaching experience
for future educators. Education Sciences, 14(5), Article 439.
https://doi.org/10.3390/educsci14050439.
Smith, J., Brown, L., & Wilson, K. (2022). Beginner teachers and classroom communities: A
thematic analysis of UK beginner teachers' experiences in initial teacher education and
beyond. Teaching and Teacher Education, 119, Article 103871.
https://doi.org/10.1016/j.tate.2022.103871.
Sobhani-Jou, S., & Babaei, A. (2023). Explaining Farhangian University faculty members’ views
on the practicum curriculum based on grounded theory. Educational and School Studies,
12(3), 119–148. [In Persian] https://doi.org/10.48310/pma.2023.3317.
Stephens, G. E. (2011). Teacher internships as professional development in career and technical
education. Journal of Career and Technical Education, 26(2), 68–76.
https://doi.org/10.21061/jcte.v26i2.526.
Tiainen, O., Lutovac, S., & Korkeamäki, R.-L. (2024). Rethinking approaches to reflection in
initial teacher education. Educational Research, 66(3), 245–262.
https://doi.org/10.1080/00131881.2024.2346088.
Wang, C., & Chen, L. (2023). Exploring the characteristics of pre-service EFL teachers’ practicum
experiences: A complexity theory–based case study in China. Asian-Pacific Journal of
Second and Foreign Language Education, 8, Article 13. https://doi.org/10.1186/s40862-023-
00187-4.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in
college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–
99.

فایل ها

سابقه مقاله

  • تاریخ دریافت: 27 آذر 1404
  • تاریخ بازنگری: 15 فروردین 1405
  • تاریخ پذیرش: 15 خرداد 1405
  • تاریخ اولین انتشار: 15 خرداد 1405
  • تاریخ انتشار: 01 خرداد 1405

هم رسانی

ارجاع به این مقاله

آمار