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Investigating the quality of implementation of the internship course in Farhangian University from the perspective of Science department students | ||
| Physics Journal | Farhangian University | ||
| دوره 2، شماره 2 - شماره پیاپی 1020385، تیر 2025، صفحه 58-64 اصل مقاله (669.04 K) | ||
| نوع مقاله: Original Paper | ||
| شناسه دیجیتال (DOI): 10.48310/esip.2025.20814.1020 | ||
| نویسنده | ||
| Fateme Asghari* | ||
| Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده | ||
| The purpose of this study is to evaluate the quality of internship implementation from the perspective of students at Shahid Sharafat Center, Nasibeh Campus, Tehran. The research focuses on the internship course within Sciences group. Employing a descriptive-survey method, the statistical population consists of students admitted in 2020 in Sciences majors. Out of 263 students in fields such as mathematics education, physics, chemistry, biology, and general science, 198 completed the questionnaire. The research instrument was a researcher-developed questionnaire, validated by experts and yielding a reliability coefficient of 0.92. The questionnaire comprises 38 items across three main dimensions: the role of the academic supervisor, the mentor teacher, and the internship curriculum—assessing how effectively these components bring student-teachers closer to educational and developmental goals. Data analysis was conducted using SPSS version 26. The findings indicate that students generally rated the internship as effective, the role of the academic supervisor as satisfactory, and the role of the mentor teacher as weak. | ||
| کلیدواژهها | ||
| Internship؛ Internship Evaluation؛ Physics Education؛ Farhangian University | ||
| مراجع | ||
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[2] Azimi, E., Haatami, J., FarDaanesh, H., & Noroozi, O. (2019). Design and validation of an instructional design model for reflection-based learning environments. Quarterly Journal of Education, 35(1), 9–30.
[3] Gooyaa, Z., Binesh, M., & GholaamAazaad, S. (2022). Student teaching: A context for the development of professional wisdom in student teachers of Farhangian University. Quarterly Journal of Education, 37(4), 55–72.
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[6] Ezazi, M. (2021). Narrative analysis of practicum reports of Farhangian University students with emphasis on the effects of hidden curriculum. Journal of Practicum Studies in Teacher Education, 1(3), 11–32. [In Persian]
[7] Taghizadeh, H. A. (2021). Teacher preparation and professional development in teacher training centers with respect to future challenges. Journal of Practicum Studies in Teacher Education, 1(3), 33–64. [In Persian]
[8] Kharoushi, P. (2022). Graduates’ perspectives on the effectiveness of the practicum course in enhancing professional competence. Curriculum Studies, 17(64), 217–248. [In Persian]
[9] Gholamzadeh, M., Keshti Aray, N., & Sa’adatmand, Z. (2023). Designing a practicum curriculum model for Farhangian University: A grounded theory study. Curriculum Studies, 17(67), 35–56. [In Persian]
[10] Ghorbani, H., & Mirshah Jafari, A. (2016). An introduction to practicum curriculum in teacher education: With emphasis on narrative inquiry. Theory and Practice in Teacher Education, 2(3), 45–58. [In Persian]
[11] Ghorbani, G., Andishmand, M., & Nikoo, A. (2019). Identifying the challenges and functions of the internship curriculum from the perspective of student-teachers at Farhangian University: A case study in basic sciences departments. Puyesh in Basic Science Education, 4(13), 44–57. [In Persian]
[12] Kalbasi, A., Zehabion, Sh., & Roshan Qiyas, P. (2020). Faculty and student perspectives on peer assessment in practicum curriculum. Theory and Practice in Teacher Education, 5(8), 75–92. [In Persian]
[13] Mohammadzadeh Beni Tarafi, M., & Mashhadi, H. (2021). An introduction to the elements of practicum curriculum in Iranian Farhangian University. Journal of Practicum Studies in Teacher Education, 1(3), 93–122. [In Persian] | ||
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