Identifying the Dimensions and Components of Professional Training of Farhangian University Students based on the Epistemological Foundations of Education: A Qualitative Research

Professional training of Farhangian University students plays an important role in creating transformation in the education system. Therefore, the current research was conducted with the aim of identifying the dimensions and components of professional training of Farhangian University students based on the epistemological foundations of education.

This study in terms of purpose was applied, in terms of time was cross-sectional and in terms of implementation method was qualitative. The research population was professional training documents based on the epistemological foundations of education and academic experts of Farhangian University in the academic years of 2020-21 including 12 documents and 30 academic experts who were selected according to the principle of theoretical saturation with the purposeful sampling method. The research tool was a semi-structured interview with 3 main questions and a number of secondary questions with average interview duration of 2 hours, which whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders of 0.82. To analyze the data obtained from the review of documents and implementation of interviewswere used from open, axial and selective coding method in Maxquda software.

The findings showed that the professional training of Farhangian University students based on the epistemological foundations of education had number of 64 indicators, 9 components and 3 dimensions. The dimension of professional missions with 19 indicators were included three components of education in accordance to the criteria of Saleh school, principles of continuous transformation and motivation in the direction of growth and prosperity, the dimension of professional requirements with 37 indicators were included four components of having professional knowledge, having professional abilities, having professional attitudes and having professional insights and the dimension of professional performances with 8 indicators were included two components of common performance and specific performance.

Considering the identified dimensions and components of professional training of Farhangian University students based on the epistemological foundations of education, it is necessary to plan to improve the professional training of Farhangian University students.