A Phenomenological Study of Student Teachers’ and Faculty Members’ Lived Experiences of Practicum Challenges at Farhangian University

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, Postal Code 889-14665, Tehran, Iran

2 Department of Educational Sciences, Farhangian University, Postal Code 889-14665, Tehran, Iran.

Abstract

Extended Abstract
A Phenomenological Study of Student Teachers’ and Faculty Members’ Lived Experiences of Practicum Challenges at Farhangian University
Introduction: This study investigates the challenges inherent in the practicum program at Farhangian University, a pivotal stage designed to bridge the gap between theoretical knowledge and practical pedagogical skills in authentic school environments. The primary objective is to conduct a phenomenological inquiry into the lived experiences of two key groups—student teachers and practicum faculty members—to identify the difficulties encountered during the program and to explore the convergences and divergences in their respective perspectives.
Methods and Data: Adopting a qualitative phenomenological approach, the study utilized purposive sampling to select participants until theoretical saturation was achieved. The sample consisted of 10 final-semester student teachers and 6 faculty members with practicum supervision experience. Data were gathered through semi-structured interviews and subsequently analyzed using open coding techniques. To ensure the credibility and trustworthiness of the findings, participant validation and expert peer debriefing were employed.
Findings: The analysis revealed distinct thematic categories for both groups. For student teachers, eight primary themes emerged: stress, the role of the university supervisor, prerequisite coursework, the school principal’s role, the cooperating teacher’s role, school environmental conditions, time constraints, and organization. Conversely, faculty members highlighted challenges such as heavy workload, limited school-based placement time, shortage of faculty members, prerequisite coursework, principals’ expectations, the role of cooperating teachers, variation in school conditions, and time management. The findings indicate significant convergence between the two groups regarding “prerequisite coursework,” “the roles of principals and cooperating teachers,” “school conditions,” and “time constraints.” However, student teachers’ accounts were more heavily characterized by “stress” and “organization,” while faculty members emphasized “workload” and “human resource shortages.”
Discussion and Conclusion: The challenges of the practicum program are not merely attributable to the individual performance of student teachers; rather, they arise from the complex interplay between prior academic preparation, university scheduling, heterogeneous school environments, and the expectations of school administrators and cooperating teachers. Enhancing the practicum experience requires improved systemic coordination between universities and schools, more effective pre-service preparation, and strategic attention to time management and staffing capacities.
 

Keywords

References

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Quarterly Journal of Education Studies
Volume 12, Issue 45
June 2026
Pages 59-76

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