Interpreting and Elucidating the Concept of Teacher Mission in the Lifeworld of Student Teachers: An Analysis of Teaching Philosophy Statements

Articles in Press

Document Type : Original Research

Author

Farhangian University

10.48310/itt.2026.21525.1241

Abstract

Purpose: The present study aims to interpret and elucidate the concept of teacher mission from the perspective of student teachers by examining their statements of teaching philosophy. Methodology: The study utilized a Grounded Theory approach. Through purposive sampling and based on the criterion of theoretical saturation, 15 student teachers majoring in Counseling, Theology, and Elementary Education were selected as participants. Their personal philosophy statements were analyzed using a three-stage coding process (open, axial, and selective coding). Findings: The results indicate that the participants’ perceptions of teacher mission were categorized into 34 open codes, 9 axial codes, and 3 selective codes. Key axial codes included guiding society toward the ultimate goal, education for a better life, teaching thinking skills, transmitting moral values, and fostering intellectual independence. These axial codes were synthesized into three selective codes: the Spiritual Role, the Social Role, and the Educational Role. Conclusion: In the developed model, the Spiritual Role is considered the core category, profoundly influencing the Social and Educational roles. The Spiritual Role entails striving for a deep internal understanding of relationships with oneself, God, others (people), and creation, as well as guiding student toward transcendental goals. The Social Role involves cultivating citizenship skills, educating responsible and committed citizens, and the teacher’s commitment to playing an active role in achieving goals such as social justice. Finally, the Educational Role encompasses creating learning situations to make learning meaningful for students and facilitating active knowledge acquisition.

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Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 25 January 2026

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