The internship period, as an essential element of the Farhangian University curriculum, provides a special opportunity to integrate theoretical knowledge with real-world classroom experiences. However, the effectiveness of this period requires continuous reflection and improvement in order to adapt to the changing needs of the educational system and prepare student-teachers to face the complex challenges of teaching in the classroom. The present study was conducted in order to quality assurance in the social acceptance process of student-teachers in the internship process in schools in a qualitative manner and with a thematic analysis approach (Atride Stirling's Thematic Network). In order to collect information, semi-structured interviews were conducted with 18 interns. Participants were selected by purposive sampling from among the interns of Farhangian University (Girls' Campus) in Kermanshah city. The process of selecting interviewees continued until the findings were saturated. The research data was analyzed using Maxqda software; based on the text files entered into the software, main and sub-themes were extracted. According to the findings, improving the internship process from the perspective of female intern students was extracted in (7) themes with the titles of strategies (management of negative assumptions about the presence of the intern, constructive interaction discourse, monitoring-feedback, participation in the educational process, self-management skills, continuity of the supportive environment, organizational resilience). The results showed that; as the quality of support and social support for student-teachers improves, the effectiveness of the internship period for adapting to the real conditions of the job environment will increase.
جعفریان، وحیده، و محمودی، فیروز. (1399). تجارب دانشجو معلمان از طرح جدید کارورزی در دانشگاه فرهنگیان تبریز: یک مطالعه پدیدارشناسی. راهبردهای آموزش در علوم پزشکی. 13(6)، 561-570. http://edcbmj.ir/article-1-1318-fa.html
غلامزاده، مهین، سعادتمند، زهره، و کشتیآرای، نرگس. (1401). طراحی الگوی برنامه درسی کارورزی دانشگاه فرهنگیان (نظریه داده بنیاد).مطالعات برنامه درسی ایران، 17(67)، 56 -35. https://dor.isc.ac/dor/20.1001.1.17354986.1401.17.67.3.5
کرامتی، انسی، و حیدری، مریم. (1401). بررسی چالشهای برنامه درسی کارورزی (1) در شرایط کرونایی از دیدگاه دانشجومعلمان. پویش در آموزش علوم تربیتی و مشاوره، 8(16)، 2-23.https://educationscience.cfu.ac.ir/article_2413.html
مرتضویزاده، حشمتالله، و نصراصفهانی، احمدرضا. (1396). واکاوی دیدگاه دانشجویان دانشگاه فرهنگیان در خصوص مشکلات درس تمرین معلمی. پژوهشهای تربیتی، ۴ (۳۴)، 60-74. http://dx.doi.org/10.52547/erj.4.34.60
Attride-Stirling, J. (2001). Thematic networks: An analytic tool for qualitative research. Qualitative Research, 1(3), 385-405. https://doi.org/10.1177/146879410100100307
Chakrabarty, A. K., Richardson, J. T., & Sen, M. K. (2016). Validating the course experience questionnaire in West Bengal higher secondary education. Studies in Educational Evaluation, 50, 71-78. https://doi.org/10.1016/j.stueduc.2016.06.007
Çelik, E., & Gül, İ. (2024). Teachers’ opinions on the problems encountered in internship practices in special education vocational schools. Journal of Social Sciences and Education, 7(1), 1-24. https://doi.org/10.53047/josse.1454964
Dimitroff, A. (2018). New beginnings: Trials and triumphs of newly hired teachers. Eurasian Journal of Applied Linguistics, 4(2), 135–153. https://doi.org/10.32601/ejal.464090
Ellis, V., & Childs, A. (2019). Innovation in teacher education: Collective creativity in the development of a teacher education internship. Teaching and Teacher Education, 77, 277–286. https://doi.org/10.1016/j.tate.2018.10.020
Faisal, H. U., & Hussien, O. Q. (2023). Challenges encountered by the newly hired teachers in the new normal: Tagoloan District experience. Psychology and Education: A Multidisciplinary Journal, 13(2023), 357-368. https://doi.org/10.5281/zenodo.8332529
Fry, D., Mackay, K., Childers-Buschle, K., Wazny, K., & Bahou, L. (2020). “They are teaching us to deliver lessons and that is not all that teaching is…”: Exploring teacher trainees’ language for peer victimisation in schools. Teaching and Teacher Education, 89, (2020), 1-20. https://doi.org/10.1016/j.tate.2019.102988
Frouda, M., Riga, A., Dotsikas, N., & Papagianni, C. (2022). Investigating students' - future teachers' views on their internship: Benefits and challenges. European Journal of Special Education Research, 8(4), 1-16. http://dx.doi.org/10.46827/ejse.v8i4.4377
Gilbert, J., & Bull, A. (2014). Exploring teacher professional learning for future-oriented schooling: Working paper 1 from the Back to the Future project. New Zealand Council for Educational Research.
Jomuad, P. D., Anore, J. L., Baluyos, G. R., & Yabo, J. S. (2017). Challenges encountered by newly-hired teachers during first year of service. Journal of Multidisciplinary Studies, 6(1), 91-103. http://dx.doi.org/10.7828/jmds.v6i1.1037
Malone, E., Saini, P., & Poole, H. (2024). How primary trainee teachers’ intersectionality exacerbates issues of wellbeing. Education 3-13, 52(2), 264–278. https://doi.org/10.1080/03004279.2023.2290969
Maruca, P., & Pineda Zapata, Y. (2022). Identifying the needs of intern teachers in high needs areas of the profession: District “must knows” for providing supports and closing the hiring gap. Journal of School Administration Research and Development, 7(1), 60-71. https://doi.org/10.32674/jsard.v7i1.3332
Wasserman, N., Weber, K., Villanueva, M., & Mejia-Ramos, J. P. (2018). Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis. Journal of Mathematical Behavior, 50, 74-89. https://doi.org/10.1016/j.jmathb.2018.01.004
Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2018). Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism? Teaching and Teacher Education, 14(76), 126–139. https://doi.org/10.1016/j.tate.2018.08.012
Zavelevsky, E., & Lishchinsky, O. S. (2020). An ecological perspective of teacher retention: An emergent model. Teaching and Teacher Education, 88(1), 1-11. https://doi.org/10.1016/j.tate.2019.102965
Articles in Press, Accepted Manuscript Available Online from 06 December 2025
Mirzaei,M . (2025). Quality Assurance in the Social Acceptance Process of Student-Teachers (Interns) in Schools. (e235567). Journal of Educational Innovations, (), e235567 doi: 10.22034/jei.2025.518858.3190
MLA
Mirzaei,M . "Quality Assurance in the Social Acceptance Process of Student-Teachers (Interns) in Schools" .e235567 , Journal of Educational Innovations, , , 2025, e235567. doi: 10.22034/jei.2025.518858.3190
HARVARD
Mirzaei M. (2025). 'Quality Assurance in the Social Acceptance Process of Student-Teachers (Interns) in Schools', Journal of Educational Innovations, (), e235567. doi: 10.22034/jei.2025.518858.3190
CHICAGO
M Mirzaei, "Quality Assurance in the Social Acceptance Process of Student-Teachers (Interns) in Schools," Journal of Educational Innovations, (2025): e235567, doi: 10.22034/jei.2025.518858.3190
VANCOUVER
Mirzaei M. Quality Assurance in the Social Acceptance Process of Student-Teachers (Interns) in Schools. JEI. 2025;():e235567 (In Persian). doi: 10.22034/jei.2025.518858.3190
