نوع مقاله : مقاله پژوهشی
نویسنده
دکتری مدیریت، دانشگاه فرهنگیان خراسان شمالی
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Background and Objectives: The present study aimed to explain and explore student teachers’ understanding and lived experience of professional teacher identity within formal education using a phenomenological approach. Methods: This qualitative research, grounded in the phenomenological tradition, sought to uncover the meaning and essence of future teachers lived experiences. The population included student teachers at Farhangian University of North Khorasan Province who had completed at least two semesters of practicum. Sixteen participants (eight females and eight males) were purposefully selected until theoretical saturation was reached. Data were collected through in-depth semi-structured interviews and analyzed using Colaizzi’s multi-level method. Findings: Professional teacher identity emerged as a dynamic, multilayered process shaped by field experiences, social interactions, mentor modeling, and emotional–psychological factors. Main themes included professional commitment, theory–practice gap, cognitive–emotional growth, and innovation in teaching, each gaining meaning through reflection. Conclusion: The identity formation began through real practicum experiences and mentor interactions, strengthened by feedback and reflection, leading to continuous growth. This process enhanced responsibility, professional self-awareness, and initiative, offering guidance for improving teacher education and practicum programs.
کلیدواژهها [English]
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