Factors affecting professional development of student teachers
Subject Areas : Research in Curriculum Planningzohre zarean 1 , parvin samadi 2 , parvin ahmadi 3 , Maryam Sadat Ghoraishi khorasgani 4
1 - PhD student in Curriculum Planning, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran
2 - Associated professor, Department of Educational administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
3 - Associated Professor, Department of Educational administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
4 - Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
Keywords: Farhangian University, professional injuries, lived experiences, student teachers,
Abstract :
The present study investigated the lived experiences of Farhangian University student teachers from the harms of their professional development with a qualitative approach and phenomenological method. The data of this research was based on semi-structured interviews with 14 student teachers of Farhangian University, which continued based on purposeful and criteria-based sampling until theoretical saturation was reached. Data analysis was done with open, selective and central coding method. The reliability of the data was checked and approved by the Holstein method and the validity of the interview questions by 4 supervisors. The research identified the factors affecting professional development around three main categories: intended, executive, and institutional factors as follows: lack of practicality of existing software, lack of proper planning, inappropriate infrastructure, lack of material and welfare facilities, lack of suitable books, resources Obsolete and inefficient, inappropriate structure of educational programs, linear and one-dimensional programs, inadequacy of specialized skills of professors, inadequacy of students' information literacy, uncommon knowledge, non-native knowledge, lack of new teaching methods, neglecting learners, not considering methods Participatory and team, directive and prescriptive laws, conflicting regulations, partial laws, partial politics, extreme ideology, untested policies, centralization in policy development, bureaucracy and intermingling of organizational structures. Validation of the data was done by peer review. This study helps managers and policy makers of new teachers' professional development programs to take a positive step by considering the levels of professional development challenges for the growth of new teachers in this field by modifying the existing programs.
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