نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
2 استادیار گروه روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران.
3 دانشجوی کارشناسی علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective: This study aimed to investigate the role of teaching and its classroom consequences on the “professional self” of student-teachers during their practicum at Farhangian University.
Methods: This applied research adopted a qualitative approach using grounded theory. The population comprised elementary education student-teachers in their 5th to 8th semesters (engaged in practicums 1 to 4) across Kohgiluyeh and Boyer-Ahmad, Fars, Chaharmahal and Bakhtiari, and Isfahan provinces. Using purposive and theoretical sampling, data were collected via in-depth interviews with 24 student-teachers and the analysis of 120 practicum reports. Data were analyzed through open, axial, and selective coding. The credibility of the findings was confirmed through member checking and triangulation.
Results: Data analysis revealed that positive teaching consequences during the practicum foster three dimensions of “teaching competencies,” whereas negative consequences trigger three dimensions of “incompetencies” within the student-teachers’ professional self.
Conclusion: The findings indicate that in real school environments, student-teachers’ professional selves develop across two spectrums: competencies (general, specialized, and professional) and incompetencies (general, specialized, and professional). This duality underscores the need for qualitative management of field experiences to enhance competencies and mitigate negative identity impacts.
کلیدواژهها [English]
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