Investigating the Internship Curriculum with The approach of training Reflective Teacher from the Perspective of Professors of Farhangian University

The aim of this study was to investigate the views of internship professors at Farhangian University in a qualitative manner using phenomenological methods. The method of data collection was semi-structured interviews; For this purpose, 15 professors were purposefully selected. Data were collected through semi-structured interviews and the text of the interviews was analyzed and interpreted using a coded (three-step) method. Findings showed that the curriculum approach of Farhangian University emphasizes reflective action, and position-oriented, content requires the application of interdisciplinary knowledge (PCK) and applied. The program uses the strategy of reflective observation, narration, personal action research, and lesson study; Dialectical dialogue, problem-solving in education and providing reflective feedback, Self-assessment, and peer evaluation based on levels of success in assessment, has been able to influence professional self-awareness, agency, desire to learn and change, risk-taking to face challenges, professional interaction and reduce the gap between students' opinions and actions. The results also showed that the program has faced challenges in implementation, including organizational structures, laws, and procedures governing the relationship between the university and education, the dominance of traditional methods in schools and the limited conditions for gaining professional experience, lack of scientific and professional support from the authorities by the relevant authorities, scientific and research centers in accordance with the requirements of the program, which redefines innovation Are in the form of previous experiences.