جستجوی مقالات مرتبط با کلیدواژه "internship" در نشریات گروه "علوم تربیتی"

The aim of present study was identifying the implications of the connectivism theory in the internship curriculum of Farhangian University and designing a suitable model using a mixed method of exploratory sequential type. In the qualitative part, Mayring's inductive qualitative content analysis method and in the quantitative part, the survey method were used to model the structural equations. In the qualitative section, authentic documents and researches on the topic of connectivism, of which 14 studies were selected through purposeful sampling. The statistical population in the quantitative section was 70 trainee teachers of which 59 were randomly selected according to Karjesi and Morgan's table. The research tool in the qualitative part was a checklist based on curriculum elements, and in the quantitative part, a researcher-made questionnaire. The results showed one of the most important implications of connectivism theory in the goals of the internship curriculum was the ability to direct the instruction in a face-to-face and virtual form and collaborative teaching. The most important category in content was the knowledge of content analysis and action research. The most important category in teaching methods was discovery and problem solving method and in evaluation methods was observing performance of student teachers in class.

The internship period is one of the most important parts of studying at Farhangian University; However, due to the corona virus, doing an internship in the virtual platform brought challenges that are very important to identify for the post-corona era. The qualitative phase was conducted through semi-structured interviews with professors and student teachers, which were extracted after coding the data.The components of qualitative phase became the basis for building a 52-question questionnaire for the implementation of the quantitative phase, and its reliability was calculated as 0.965 based on Cronbach's alpha using Spss 25 statistical software. In quantitative phase, the statistical population of the research includes all student teachers of Farhangian University who are undergoing an internship, of which 346 students were selected using stratified random sampling. Data analysis was done with statistical software Spss version 25 and Kolmogorov-Smirnov, binomial and Friedman tests.The findings indicate that the main harms of virtual internship in the present study are: low scientific-professional ability of some mentor teachers in the implementation of virtual internship,, low cooperation of school officials, guidance teachers and the offices of the place of service with the student intern, lack of full familiarity of the student teachers with the internship course,

The important challenge of internship in Farhangian University is the lack of a clear theoretical framework and its practical plan; For this purpose, the theory, its dimensions and stages are drawn. Internship is a program for the professional development of teachers, based on theory and supervision, and it aims to bridge the gap between opinion and practice. The purpose of this research also is to investigate the basis, logic and skills of internships 1 to 4 in Farhangian University. The research method is descriptive-analytical, its approach is qualitative and the type of research is also the documentary. In this survey, the headlines of each internship, lesson introduction and its logic, learning opportunities, lesson content and its structure, teaching and learning strategies, educational resources and learning evaluation strategies have been reviewed. Afterwards, the internship program manual of Farhangian University, including competencies, skills and different levels, has been analyzed. The findings of the research show that the internship of Farhangian University has strong theoretical and practical foundations and the basis of its movement is the reflection and training of reflective teachers, but the theoretical exploration is not powerful and skills necessary to do this important thing are not available.

The purpose of this research is to identify the factors influencing the interaction between student intern teachers with school principals and guidance teachers in order to advance the goals of internship. The current research method is mixed (qualitative and quantitative). The statistical population of the research includes all experts, students, intern teachers, school principals and guidance teachers of Mazandaran province. To select the sample size in the qualitative part, snowball sampling was used and 22 people were selected as the research sample And in a small part, the method of relative stratified sampling is used and 135 experts, guidance teachers and administrators and 303 student teachers were selected as the research sample. became the research tool included a researcher's questionnaire based on the findings of the Depoy and Gitlin's theme method new design based on a 7-point Likert scale, which includes 11, 16, 13, 13, 13 and 10 items in the field of social-cultural factors. Psychological-personality characteristics, educational infrastructure and planning, management and planning, educational approaches and strategies, knowledge and awareness. The findings of the research showed that cultural-social factors, psychological-personality characteristics, educational infrastructure and planning, management and planning, educational approaches and strategies, knowledge and awareness on the interaction between student teacher interns with school principals and guidance teachers in order to advance the goals of effective internship. is. The results of the present study showed that the mentioned factors are among the most important factors affecting the interaction between student intern teachers with school administrators and guidance

The aim of the current research was to identify and prioritize the main components of the evaluation of the quality of the internship curriculum of the teacher training system. The Methods of the research was a mixed method research (qualitative-quantitative). The required information was collected in a targeted manner from 28 articles extracted from valid scientific databases.Data analysis in the qualitative part with the seven-step model of Corbin and Strauss (2008) and open, axial and selective coding, and in the quantitative part in order to determine the importance and priority of the dimensions and components obtained with the Shannon entropy method done. The reliability and reliability of the data were determined by the method of peer feedback and agreement between coders and Cohen's Kappa test. Findings in the qualitative section in 145 indicators, 22 dimensions and 5 main components: "policy and strategic mechanisms", "general and specialized competencies of internship guides", "management and leadership mechanisms of internship affairs", "transformation and improvement mechanisms" Internship matters" and "functional achievements" were categorized and presented in three levels of policy, functional and consequence components. Based on the Shannon entropy test results of the main components were prioritized The theoretical framework for evaluating the quality of the internship curriculum provides a suitable scientific tool for planning the development of the quality of the internship curriculum in the education system.

The purpose of the present research was to investigate the development of the professional identity of student teachers during their studies at Farhangian University. The data reported in this article is part of a wider project that was carried out at Farhangian University of Kerman (Shahid Bahonar and Khajeh Nasir Campus). The statistical population of the research consisted of all student teachers who had completed at least two semesters of internship at the university. The data collection tool was the narration of 20 students in answering the questions. The sample was selected in a purposeful way according to the purpose of the research. Narrative analysis method was used to analyze the data. In order to ensure the validity of the findings, the methods of triangulation (using direct quotations from the narratives along with the stated themes and using the findings of scientific research) and group judgement (confirmation of the research findings by several experts in the field of education and its revision by several professors of educational sciences of the university) were used. Also, to ensure the reliability of the findings, more detailed notes of student teachers' narrations were tried. The results of student teachers' reports were presented in four formats: 1) Feeling like a student but thinking like a teacher. 2) Confronting current and past experiences: internal tensions and dilemmas. 3) Increasing awareness of the complexity of the classroom context. 4) Teaching profession: aspirations and concerns of future teachers. The results of this research can be used in the planning of teacher training courses in Farhangian University.

The virtualization of internship courses can bring many challenges, which can be turned into gaining experience from these courses despite it. Therefore, the current research was carried out with the aim of describing, analyzing, and calculating the damages caused by the structure of the internship period from the point of view of its guiding professors.
 
According to the objective, a qualitative research method with a descriptive phenomenological approach was used. The field of research included guidance professors of Farhangian University in Kurdistan province in the academic year of 2019-2020, which reached saturation with the method of targeted sampling with the number of 10 people. The research tool was an in-depth semi-structured interview made by the researcher and the data analysis was based on the seven-step Claysey model.
 
Based on the results of the professors' lived experiences from the virtual internship, two themes, Six categories, and 32 concepts were obtained. Some of the benefits of virtual internships include easier access to resources and reduced costs and the most important challenges extracted were categorized into three categories: structural, executive, and content challenges.
Finally, based on the findings, it can be concluded that the lack of necessary infrastructure for virtual internships has made it ineffective compared to face-to-face internships. Therefore, it is suggested to take advantage of the integration and combination of virtual and in-person internships for more productivity and effectiveness during the internship period. Finally, according to the findings, it is suggested that the teacher training program in the internship course during the university period should be reviewed. According to the findings of the second question, it can be said that holding virtual internships faces major challenges; Therefore, Farhangian University should not substitute virtual internships for face-to-face internships; rather, it should make virtual internships a complement to face-to-face internships in order to increase internship efficiency.

This research examines educational gaps in the field of intended, implemented and acquired curricula in the internship process. The main purpose of this study is the comparative analysis of these three types of curriculum and identifying their strengths and weaknesses in creating effective and practical learning for students.

By using a mixed exploratory approach (qualitative (phenomenology and thematic analysis) and quantitative (based on surveys), information about the experiences of students and instructors (mentors and mentor teachers) in the internship was collected and analyzed.

The results of this research in the qualitative part of three basic themes with categories containing: educational gaps (incompatibility of curriculum content, real challenges), educational needs (lack of soft skills, need for practical learning, need for management skills, lack of innovation in teaching) and environment. Internship (need for mentors' support, lack of mentors' interaction, need for self-confidence) was extracted as a basis for qualitative data analysis and identification of patterns in the answers. And in the quantitative section, it showed that there are significant gaps between what is intended in the curricula and what is implemented in practice. In the qualitative analysis, the participants pointed out the mismatch between educational objectives and course content. These results confirm quantitative findings and show that there are educational gaps from the point of view of student teachers.

Also, the results were presented separately for each of the curricula and their impact on students' learning and practical abilities. This study can help to modify and improve the curricula in the field of internship and lay the groundwork for designing more effective educational programs.

The purpose of the present study is to explain the necessity of using narratives and stories in student internship courses. For this purpose, the most important concepts namely reflection, self-study, narration were defined and examined.

This research is based on a qualitative approach and a descriptive analytical method has been used. In this research, the data has been collected in a documentary way.

In essence, deep reflection is described as reflecting how students feel about their experiences and whether that sense informs their style and what they have as a teacher. since self-study aims to improve teaching practices for Pre-service and experienced teachers in the learning process, self-study in teacher education programs is intended to better understand and facilitate the process of teacher education and has both personal and social dimensions. Also, according to this study, narratives are the mediating  between our lives, knowledge, and experiences. Narratives are one of the most appropriate ways to gain life experiences. In fact, narratives and stories are mirrors of experience that reflect our qualities and abilities.

what the present study intended to emphasize and to confirm through the theoretical foundations and explanations of the various views was that the narratives and stories for the students in the teacher training programs, especially in internships as a tool for Are deep reflections so that one can explore the 'self' and acquire the skills needed for the teaching profession in various dimensions.

The purpose of this study was to provide a model to improve the effectiveness of internships at Farhangian University. This study was performed by qualitative and quantitative (mixed) and sequential exploration methods. The statistical population was 1143 students and 96 teachers and 299 people were selected as a sample based on Morgan table. Using a semi-structured open-ended interview. Fifteen internship experts were purposefully selected, then open coding was done using Atlas ti software. . A 110-item researcher-made questionnaire was prepared based on the Likert five-choice spectrum and sent to the students of the target group and its data were collected. Its face and content validity was confirmed by expert professors and its reliability was calculated with Cronbach's alpha 99%. In order to analyze the research data, exploratory factor analysis, confirmatory test, one-sample t-test using SPSS 19 and LISREL software were used. According to the dimensions and components obtained in Farhangian University, a model was presented to improve the effectiveness of internship courses.

The purpose of this research was to develop and validate a tool to measure the effectiveness of the teaching process of student teachers in the 4th internship course.Content analysis was used to design the tool.First, the existing rubrics and textbooks of internship 4 in Farhangian University were analyzed and the semantic codes that included the concept of teaching effectiveness in its various fields(design, implementation, evaluation) were selected.66 semantic codes were extracted and after obtaining experts' opinions and making corrections, 66 items were reduced to 56 items.In the pilot implementation, the intended tool was implemented among a sample of 42 student teachers and the questions that needed to be revised were modified and finally, in the next step, 384 student teachers completed the questionnaire.The content validity of the research was confirmed by ten expert professors and its construct validity was investigated by factor analysis. Based on exploratory factor analysis with Varimax rotation, 56 items were placed in 4 factors, and these four factors in total explain 61.574% of the variance of the total scores. the results of the first and second confirmatory factor analysis and Cronbach's alpha coefficients supported the 4-factor structure of 56 items and confirmed its validity and reliability.

The main purpose of this research is to investigate the the viewpoints of the faculty members of Farhangian University towards the internship program. The method of this research is qualitative and of the Grounded Theory. The research population was the supervisors on the internship program of Farhangian University of Khuzestan,19 supervisors were selected by targeted sampling method. Analysis Data from semi-structured interviews,was done using Nvivo software and based on the systematic approach of Strauss and Corbin (open, axial, and selective coding) and of paradigm pattern (core category, causal conditions, contextual, interfering, strategies, consequences). Accordingly, "practical and thoughtful, reflective teacher" was chosen as the central phenomenon and other dimensions of the internship model were identified. The conclusions of the current study revealed that the majority of supervisors believe that the new internship plan is highly aligned with the goals of the teacher training but has failed to fulfill them Validation was achieved through triangulation, participant revision, and non-participationer experts and Cohen’s kappa coefficient. One of the important results of this research is the need to adjust the pragmatic structure of the internship in order to adapt the internship program to the field realities.

The purpose of this study is a comparative study of teacher training internship system in Iran and Singapore. This is a qualitative and non-experimental comparative study that was performed using the Brady model which includes four stages of description, interpretation, proximity and comparison. The statistical population included all documents related to the teacher training internship program in Singapore and Iran. Therefore, the latest version of the teacher training internship book from the National Institute of Education of Singapore and the latest revised version of the program instructions and internship title of Farhangian University of Iran were purposefully selected and analyzed as a research sample for data collection. The results of the research, despite slight similarities, indicate significant and fundamental differences between teacher training internships in these two countries in the components of management structure, approach, goals and expectations, content and learning opportunities, role and responsibility of individuals, time and place and methods of evaluation. The results of this study can help the authorities to take steps to improve the teacher training internship system in Iran.

Internship, Farhangian University, Phenomenology,

Considering the importance and role of training and internship courses in empowering students and graduates, the present study was conducted with the aim of designing an effective training and internship model in the curriculum. The research method was qualitative and the participants included faculty members of University of Tehran, Shahid Bahonar University of Kerman, Isfahan University of Technology, Shahid Sadoughi University of Yazd, Mazandaran University, Valiasr University of Rafsanjan, Ferdowsi University of Mashhad, Sirjan University of Technology and Shiraz University, who have presented at least one internship course. Validity and reliability of the interview questions were confirmed by experts. After analyzing 30 interviews, the researchers could have limited themselves to the same number of interviews according to the principle of theoretical saturation, but since the variety of academic fields and universities was considerable, the interviews continued up to 80 people on a quota basis. By analyzing the interviews, the current status of the implementation of these courses showed that, according to faculty members, internships are not implemented effectively and 8 components of time, personal problems, organizational structure and organization, lack of allocation of necessary and sufficient resources, lack of proper understanding of the program by individuals, lack of commitment of individuals and organizations, lack of proper evaluation and monitoring system and lack of inter-organizational and interpersonal communication system were as the main obstacles to effective implementation of these courses. Considering that the main problem in the lack of effective implementation of internship courses is the lack of proper and sufficient coordination and communication between the circles of organizations (Ministries, university and work environments) and the circles of individuals (Faculty members, supervisor of internship center and student) with each other, a model was designed based on which it is appropriate to form minimum interactions between faculty member and student in training and internship courses, and the main emphasis should be on creating communication circles.

In the upstream documents of teacher training in Iran, attention has been paid to improving the professional capabilities of teachers. But the results obtained from the implementation of the internship program for skilled students in the campuses and centers of Farhangian University show that there is, more or less, a gap between the intended program and what was implemented. The present research was carried out in a descriptive manner with the aim of identifying challenges and providing strategies for developing and improving the internship program using the approach of reviewing documents. The statistical population of this research consists of the reports obtained from the implementation of the internship program of skill students of the Article 28 plan of the Farhangian University campuses in Tehran province, which are completely enumerated and selected as a sample. The method of data analysis in this research is a descriptive-applicative method. Based on the results of content analysis, 22 indicators were identified and categorized into 8 dimensions. The obtained results show that the most important challenges of this program are: the distance between the intended program and its implementation in the campuses and teacher training centers, the topics and curriculum resources of the student skills training program, the evaluation of the program, the prerequisites of the course, the main elements of the program include (mentors, tutors, skill learners). The findings of this article, while providing strategies to improve the current situation, are a step forward in realizing the goals of student internships in Article 28 of the Education and Training Employment Plan.

Considering the importance of scientometric research in this field, the present research was conducted with the aim of examining and analyzing scientific productions in the field of teacher internship. The research method is descriptive-applied and the research community includes; All articles related to teacher internships that were indexed in the Science Direct citation database from 1998 to 2022. 3899 articles were identified using internship keywords (school, teacher, student, education, teaching, etc.) and after refining them, 1306 articles were analyzed with the help of Excel and VOSviewer software. The findings of the research showed that the number of articles published in this field has been on the rise since 1998, and the year 2021 had the largest share in the number of articles. From among 8 clusters identified, teacher training, higher education, and mentoring had the most links with other categories. Topics such as virtual internship, self-efficacy and maintaining teachers' ability, covid-19, and 21st-century skills were new topics investigated in this field. As a result, conducting more studies with topics related to the conditions of society and more detailed topics can be a way to improve the performance of teachers' internship courses.

University curricula should include courses and requirements that enhance graduates' skills and prepare them for the challenging job market. Experiential learning is very positive in this field and internships are increasingly considered an important curricular option. The purpose of the present research is to design the ideal model of internship curriculum for university technical-engineering fields based on the ten elements of Akar. The current research is practical in terms of purpose; In order to design the ideal model of the internship curriculum, the synthesis research method (thematic analysis of interviews and document study) has been used. The population and statistical sample includes professors of educational sciences, technical-engineering fields and scientific resources including books, articles and treatises related to research. The sampling method was criteria-based and documentary studies and semi-structured interviews were used to collect data. The method of data analysis is thematic analysis. According to the Akar curriculum design model, the logic of the technical-engineering internship curriculum will enable students to solve challenges and apply what they have learned. Acquiring qualifications and continuity and sustainability of students' job performance should be one of the goals of the internship curriculum. Internship curriculum evaluation should be done in the real environment, based on accurate criteria and by direct observation of students' performance. It is necessary for planners and employers to pay attention to the indicators specified in the internship program template in order to improve the efficiency of internship courses.

The purpose of this study is to investigate the pathology of the internships of teachers accepted through the employment test. The present study was conducted as a qualitative method. The statistical population of the study consisted of teachers who were admitted to the recruitment test in 1397. In this regard, 12 interns were interviewed, and the results of the interviews were analyzed through content analysis method. Adoption of school interns, lack of qualified and capable guidance teachers, limited apprenticeships in urban and mono-elementary schools, lack of proper planning and poor supervision by tutors and teachers, lack of executive facilities and no paid work as weaknesses and increase self-esteem and stress reduction in class management and familiarity with Describe the power of school and class as the strengths of the courses. Overall, the findings of the study emphasized the weaknesses in the implementation of internships and on the other hand, the familiarity with the teaching profession.