نوع مقاله : مقاله پژوهشی
نویسنده
گروه آموزش معارف اسلامی، دانشگاه فرهنگیان، صندوق پستی 888- 56441 تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Background and Objectives: Professional reflectivity is the cornerstone of effective teacher education. Despite the vital role of teacher educators, there has been limited in-depth qualitative exploration of their strategies, interactive processes, and challenges within the Iranian-Islamic context. This study was designed to deeply explore the role, strategies, and challenges of mentors at Farhangian University in developing student-teachers' reflectivity, drawing on their lived experiences and Islamic foundations. Methods: This study employed a qualitative approach with a descriptive phenomenological method. Through purposive sampling, 18 participants (9 mentors and 9 student-teachers) were selected from Farhangian University in Tehran and Yazd. Data were collected through in-depth semi-structured interviews and analyzed using thematic analysis. Trustworthiness was ensured through member checking, intercoder agreement (Cohen's Kappa = 0.82), and thick description. Findings: Data analysis resulted in a paradigmatic model comprising six key strategies: 1) Modeling reflectivity as a professional identity, 2) Facilitating structured reflective dialogue through deep questioning, 3) Providing constructive, evidence-based feedback, 4) Creating a safe and dignity-based environment, 5) Designing purposeful practical-reflective learning experiences, and 6) Promoting a culture of collective thinking based on Islamic foundations (consultation/shura). This role is realized within a specific contextual framework and amidst challenges such as time constraints and curriculum overload. Conclusion: The mentor's role is one of facilitative and transformative "existential-professional mentoring," which requires the integration of reflective competencies with relational-ethical competencies rooted in Islamic culture. Its realization necessitates revising policies for the selection, training, and evaluation of mentors, as well as curriculum reform with an integrated approach.
کلیدواژهها [English]
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