Evaluation of the implementation of Farhangian University's internship curriculum: A semantic analysis of Iran's experience

Teacher education has been one of the fundamental challenges of Iran's educational system during the last hundred years. The purpose of research is to provide a meaningful analysis of the evaluation of the implementation of internship curriculum in Farhangian University, Iran. The research method was a qualitative type using grounded theory and the data collection method was a semi-structured interview. The research findings led to the presentation of a semantic model. Extracted from the basic concepts, this model contains seven categories and main core namely "continuation of incomplete implementation of internship program". Also, the findings reveal that causal conditions (educational and organizational challenges), contextual conditions (financial obstacles) and intervening conditions (role of supervisors, guidance teachers, student interns, and school administrators) have caused Farhangian University internship’s program could not be realized according to the planned plan. Other finding shows that supervisors and student-teachers use three strategies of analyzing previous experiences, applying individual creativity, and mastering despair and hopelessness to accept or deal with the current situation of the internship program. The current semantic model can contain this important lesson for teacher training planners in other developing countries that the realization of the goals of reform programs depends on the reform of conditions that are sometimes beyond the power of teachers and schools.