Analyzing the lived experiences of teachers from one-year skill training courses in Article 28: Challenges of connecting theory and practice

Document Type : Original Research

Authors

1 PhD student in educational management, Faculty of Humanities and Social Sciences, University of Kurdistan, Iran

2 Assistant Professor, Department of Educational Management, University of Kurdistan, Iran

3 Master's degree in educational management, Faculty of Humanities and Social Sciences, University of Kurdistan, Iran

Abstract

Background and Objectives: The aim of the current research is to analyze the lived experience of the one-year skill training courses of Article 28 teaching candidates: the challenges of linking theory and practice. Methods: The research approach was qualitative and interpretive phenomenological strategy and the method of data collection was semi-structured interview. The field of research in the present study includes all the teachers of the schools of Kermanshah province who were recruited by the education organization through the skill training courses of Article 28. The sampling method was purposeful and the criteria for the continuation of the research was based on the category of theoretical saturation. Findings: The findings show that in relation to the first question of the research, the researchers finally found 5 categories about the challenges of the one-year teacher training curriculum in Article 28, which are: challenges related to university programs and policies, related to curricula, related to skill learners, related to It is due to environmental factors (cultural and social environment) and related to professors and their teaching. Also, in response to the second question of the second question of the research, the researchers found 3 main categories of factors that align and help the skill learners in practice (classroom), including the effectiveness of the content of educational courses, the role of professors in the skill learning process of Article 28, and the effectiveness of the content of the internship curriculum. Finally, in response to the third question of the research, 5 categories related to the proposed strategies to create a link between theory and practice in the one-year skill training course of Article 28 were extracted, which include: reforming university policies, improving professors and their effective teaching, repairing curricula, improving the conditions of skill learners. and improvement of environmental factors (cultural and social environment). Conclusion: The results of the research indicate that the one-year training programs of Farhangian University for skill learners have not had the necessary effectiveness and the basic challenge between the theory and practice of this program remains strong.

Keywords

References

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Theory and Practice in Teachers Education
Volume 10, Issue 17
April 2024
Pages 281-304

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