Designing a thoughtful and practical internship model for Farhangian University with an approach based on foundation data theory

Articles in Press

Document Type : Original Research

Authors

1 bhx

2 farhangian University

3 .

10.48310/itt.2025.17186.997

Abstract

abstract
Background and objectives: The new style of internship is designed with a structuralist approach and with the intention of training teachers. Based on the research findings, internship in Farhangian University has provided a little opportunity for practical teaching of student teachers in the real scene and field of practice. Based on this, the aim of this research was to design an ideal internship model for Farhangian University. Method: This research was conducted with a qualitative approach and the method of foundation data theory. The studied population was the internship guidance professors of Farhangian University of Khuzestan, 19 experienced guidance professors, most of whom had the experience of both new and old styles of internship, were selected by purposeful sampling. Data were collected through semi-structured interviews and analyzed based on Strauss and Corbin's approach (open, central and selective coding). Validation was done through three stratification and review by participants and non-participating experts. Findings: The most important findings of this research were the necessity of setting a pragmatic structure for internship and identifying the dimensions of the paradigm model, which include: causal conditions (need assessment and preparation of students, experienced and motivated guidance teachers, thoughtful and practical guidance teachers), central phenomenon (education of thoughtful and practical teachers), conclusion: based on that model of practical and thoughtful internship, in order to adapt the internship program to field realities, it was designed and validated.

Keywords: teacher training, thinking teacher training, internship, thinking internship, thinking teacher

Keywords

Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 22 October 2025

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