Examining the role of teaching and its consequences in the classroom on the professional self of student-intern teachers

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

2 Assistant Professor, Department of Psychology and Counselling, Farhangian University, Tehran, Iran.

3 B.A. Student in Educational Sciences, Farhangian University, Tehran, Iran

Abstract

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.

Keywords

New Approaches in Educational Management
Volume 1, Issue 4 - Serial Number 4
Winter
December 2026
Pages 19-37

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