Challenges in Implementing Reflective Internship at at Farhangian University: A Qualitative Study

Extended Abstract
Challenges in Implementing Reflective Internship at at Farhangian University: A Qualitative Study
Introduction: Internship is a central component of teacher education at Farhangian University, providing student-teachers with opportunities to connect theoretical knowledge with classroom practice and develop professional competencies. The university’s internship program, implemented since 2014, accounts for more than 12% of the teacher education curriculum. It is grounded in competency-based, educational, integrated, flexible, and practice-oriented principles. Although previous studies have examined the importance and general effectiveness of internship, less attention has been given to student-teachers’ perceptions of the challenges involved in its implementation. Accordingly, this study explored student-teachers’ perceptions of the challenges of implementing reflective internship at Farhangian University.
Methods and Data: This qualitative study used conventional content analysis. Participants were 24 student-teachers in the basic sciences at Farhangian University campuses in Tehran. They were selected purposively and had completed at least two of the four internship courses, with a minimum of one year of internship experience. Sampling continued until data saturation was reached. Participants represented physics education (5), mathematics education (6), chemistry education (6), and biology education (7).
Data were collected through in-depth, semi-structured interviews about participants’ experiences of the four internship courses. The interviews included guiding questions and follow-up questions based on participants’ responses. To strengthen the credibility of the findings, five participants reviewed the researchers’ interpretations of their accounts, and two experienced colleagues reviewed the analyzed findings. Interviews were recorded and transcribed, and the data were coded and organized using MAXQDA 2020.
Findings: The analysis identified five broad categories of implementation challenges. The first concerned university supervisors, including limited awareness of the importance of internship, inappropriate assessment, insufficient communication with student-teachers and mentor teachers, and inadequate guidance and supervision. The second category involved mentor teachers, who were sometimes insufficiently familiar with the internship program, distrustful of interns, or inattentive to their needs and difficulties.
The third category concerned student-teachers’ experiences. These included an incomplete understanding of reflective internship, unmet expectations, and the perception that internship activities and their associated reports and forms were merely formal requirements. The fourth category related to the school environment, including top-down interactions by school administrators and staff, inadequate classroom or office space, and the absence of a structured internship guidance program. The fifth category involved university planning and support, including inadequate monitoring, changing or inconsistent guidelines, insufficient time, and weaknesses in selecting and preparing qualified mentor teachers.
Discussion and Conclusion: The findings point to challenges across several interconnected levels: the university, the school, and the individuals involved in the internship. Gaps in communication, preparation, guidance, and coordination appear to undermine the intended reflective and practice-based purpose of the program. In particular, when participants do not receive consistent guidance and support, internship tasks and documentation may be experienced as procedural requirements rather than opportunities for professional learning. The findings therefore suggest that the effectiveness of reflective internship depends not only on its curriculum, but also on how clearly its aims are communicated and how consistently its stakeholders are prepared and supported. The study concludes that the current implementation and planning of reflective internship at Farhangian University do not adequately communicate its importance and dimensions to student-teachers and other stakeholders. This may contribute to student-teachers’ discouragement and reduce the program’s effectiveness. The study recommends adopting updated internship models, establishing formal mechanisms for collaboration between the university and schools, strengthening the preparation and capacities of those involved, and conducting continuous monitoring of implementation.