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Showing 3 results for Farhangian University
studying the Problems Concerning the Internship (Teaching Practice) Course from the Farhangian University Students' Point of View
Sayed Heshmatollah Mortazavizadeh, D.r Ahmad Reza Nasr Isfahani,
Volume 4, Issue 34 (5-2017)
Abstract

Abstract

Internship is the apex of teacher training which converts learning situations into pportunities for the student-teacher's success.The present paper aims at identifying the problems concerning the internship (teaching practice) course in Farhangian University and finding appropriate solutions to overcome them in order to improve the quality of the internship course to prepare student teachers to get into the profession of teaching. Questionnaires were used to collect data for the present descriptive research. The participants in the research are the same as the whole statistical population. For data analysis, frequency and frequency percentage in descriptive statistics were used. Findings show that the most important problems regarding the internship course are observing teachers in urban schools while having their initial employment in rural ones, teachers' lack of time for discussion with the students  on reviewing and criticizing teaching methods and on overcoming the potential problems, school teachers' insufficient skills in using media and new educational technologies,  school teachers' low understanding of  the educational theories, developmental psychology,  and learning theories, and finally  school teachers' insufficient mastering on using appropriate teaching methods and models.


An Analysis on the Evolution of Professional Identity among Teacher-Students in Frhangian University
Hosein Ahmadi,
Volume 7, Issue 41 (10-2020)
Abstract
One of the most important goals of the Farhangian University is the Development of student-teachers professional identity. But is this important happens during the four-year undergraduate Education at Farhangian University? Comparing the conditions of entry and graduation of student-teachers based on their notes, research tried to understand the development of the professional identity of student-teachers. Method was qualitative biographical analysis and students were selected in a targeted manner. Based on theories and students notes, three identity states were considered for entry and three for output, which were combined and nine modes were created. Findings was not confirmed the assumption that university neutrality in development of professional identity, and positive or negative role of university in professional identity was confirmed. Analysis of notes showed that the university act in an almost moderating manner. Whose entered with high expectations have had adjusted their expectations in the face of reality, and whose have negative perceptions have realized the importance of teaching and have become more adaptable to the conditions of the university. In these classifications, unaffected species have no real specimens and more positively affected species are included.

The neglected null dimensions of the curriculum obtained in the field of educational sciences from the point of view of new scholars of Farhangian University (A phenomenal study)
Zahra Akbarzadeh, Vahid Fallah, Esmat Rasoli,
Volume 9, Issue 43 (12-2021)
Abstract
The purpose of this study was to identify the null aspects of the curriculum acquired at Farhangian University of Educational Sciences. The present research approach is a qualitative approach of phenomenology. The statistical population of the study consisted of neo-teachers in the educational sciences of the university in the academic year of 98-99. Purposive sampling continued until theoretical saturation. The study involved 16 (5 men and 11 women) neo-educators. In-depth semi-structured interviews were used to gather information. Seven stages of Colaizzi method were used for data analysis. The findings of this study were finally presented in 7 main themes (Lack of practical training in the document of fundamental change, lack of Islamic professional identity of the teacher, lack of how to cultivate creativity, lack of content knowledge, lack of pedagogical knowledge, lack of sociological knowledge, lack of knowledge of Islamic psychology, lack of eclectic art) or The same dimensions and 23 components were finally presented in the form of a concept map. Paying attention to this concept map can be a point of reflection for those involved in the curriculum of educational sciences to rethink the curriculum of Farhangian University.

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