Document Type : Original Article
Authors
1 Department of Islamic Studies, Farhangian University, P.O. Box 889_14665, Tehran, Iran
2 Associate Professor, Department of Arabic Language, University of Isfahan, Iran
3 Ashraf Mirheidari, Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
Abstract
Field training is one of the most important specialized courses taught at the Teacher Training University. Its importance lies in the fact that it places student-teachers in situations similar to the educational process, enabling them to become familiar with the principles, laws, challenges, and specificities of the teaching profession, which contributes to their professional development. Despite the value and importance of this subject, studying the existing problems and gaps and providing appropriate solutions is a scientific and educational necessity.
This research aims—using a qualitative-quantitative approach—to study and analyze the field training curriculum in terms of requirements, advantages, and challenges, and to propose solutions to address these gaps. This research is classified as an applied study in terms of its usefulness and purpose, and as a qualitative-exploratory study in terms of its nature and methodology. The research sample consisted of professors of field training courses (from first to fourth level) in the specializations of teaching Arabic language, Islamic theology and knowledge, and educational sciences, during the academic year 1444-1445 AH (2023-2024 AD). The study included 68 professors from the Teacher Training University in Isfahan Province, selected using a simple random sampling method.
The interviews were conducted in two parts: one structured and the other prepared by the researcher, to address field training requirements, challenges, advantages, and solutions. Data was collected and analyzed using SPSS. The results showed that the most important finding of the study is that careful allocation of field training within the university and enhancing effective communication with educational administrations outside it have the greatest impact on the professional development of student-teachers, provided that available opportunities are supported and challenges are overcome.
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