A theoretical reflection on the internship process in Farhangian University, relying on Bhaskar's critical realism and providing a model to promote this process

Articles in Press

Document Type : Original Research

Author

Farhangian University

10.48310/itt.2025.17900.1046

Abstract

The purpose of the current research is to reflect theoretically on the internship process in Farhangian University, relying on the theories of Critical Realism and providing a model for its promotion. To achieve this goal, concept structure analysis and deductive analysis have been used. Internship at Farhangian University is based on the theory of "reflective teacher" and "reflection-in-action", which originate from ideas of John Dewey and Donald Schon. Emphasizing contextualism, these ideas seeks to teach reflective thinking at the level of action and linking opinion with action in the teacher education process. Criticism of this ideas based on Bhaskar's critical realism shows that the theory of reflective teacher and internship originated from it, although through contextualism, provides unique opportunities for concrete learning and professional development foe new teachers, but by neglecting reflection-on-action, ignores structured thinking and high levels of explanatory thinking and deep rationality. In this research, the five model of reflective thinking education is proposed to improve the internship process: descriptive writing, descriptive reflection, contextual reflection, critical reflection and deep reflection. Application of this reflection model in the internship process of Farhangian University can provide the basis for analysis and reflection in educational issues, in addition to taking advantage of the contextual and professional learning.

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Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 10 July 2025

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