Phenomenological Analysis of Place in the Curriculum: A Case Study of the Student Dormitory at Farhangian University

Phenomenological Analysis of Place in the Curriculum: A Case Study of the Student Dormitory at Farhangian University

Subject Areas : Instruction

Morteza BazdarQamchi Qayeh ^{1 *}

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

Received: 2025-07-29 Accepted : 2025-08-25 Published : 2025-09-24

Keywords: curriculum, phenomenology, place, student teachers,

Abstract :

This study aims to phenomenologically analyze the meaning of place in the curriculum, with a case study of the teacher training dormitory in the minds of student teachers, and to describe their experiences of this place. The research method is qualitative and phenomenological, focused on discovering and analyzing the concepts and themes present in the lived experiences of student teachers. The data was collected through semi-structured in-depth interviews with student teachers, observations, and field notes. The data was then analyzed using phenomenological analysis, through which the main themes were identified and interpreted. The participants in this study were student teachers who had spent an academic year in the studied location, specifically one of the buildings of the Farhangian University campus. Purposeful sampling was used, and participants were selected based on the researcher's knowledge of them as a participant observer (professor) in the location. The findings showed that the meaning of the teacher training place for student teachers goes beyond a physical space and includes complex concepts such as physical coordinates, identity formation, emotional and psychological meaning, and symbolic meaning. These concepts play a significant role in shaping the professional attitudes and teacher identities of student teachers and influence their personal and professional motivations. The results of this study indicate that the teacher training place is not only an environment for academic learning but also functions as a social and cultural context in the formation of student teachers' teacher identities.

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