Studying Mentors' Experiences about the Internship Programs at Farhangian University

Document Type : Research Paper

Authors

1 Ph.D. Student in Curriculum Development, Department of Curriculum Studies, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Professor,Department of Elementary Education, Farhangian University, Tehran, Iran

3 Associate Professor, Department of Curriculum Studies, Allameh Tabataba’i University, Tehran, Iran

Abstract

Introduction
Internship curriculum has been implemented, in form of a training course at Farhangian University since 2016.  This program seeks to provide an ideal opportunity to experience the application of theoretical knowledge in a practical situation, and thus to achieve teaching competencies.  The objective of this study was to analyze the lived experiences of internship mentors at Farhangian University. Accordingly, a qualitative approach to and, more specifically, a descriptive phenomenological method of research were used for conducting this study. 
 
Research Question
What is the lived experience of the mentors in relation to the implementation of the internship programs? 
 
Methods[m1] 
Participants of this study were 10 Mentors of at Qom Campus, Pardis, of Farhangian University who were selected through the use of intensity sampling method. To collect data required for conducting this study, the present researchers conducted a number of in-depth interviews with mentors involved in internship programs. All the interviews were recorded after gaining participants' consent and the researchers continued interviewing participants until data saturation reached. The obtained data was then transcribed and read line by line. Next, the data was analyzed using grounded theory method [m2] proposed by Strauss and Corbin’s (1998).  Accordingly, open coding, axial coding, and selective coding were done.  It is noteworthy here that the initially identified codes were categorized and differentiated based on the components of the present research, for instance the lived experiences of participants and  internship issues, and the research questions, i. e. through reflective coding. 
 
Findings
Administrative requirements of the teacher training internship program entailed that each trainee's activities be entrusted to a group consisting of a mentor with the subject teaching experience and a mentor with educational knowledge.  The mentors reported that they faced some problems for the implementation of the internship programs. From participants' viewpoint, the identified problems in the implication of the internship programs were related to their acceptability, logic, objectives, assessment, and implementation methods. The participants also believed that mentors need to be trained in such a way that they would be able to perform the prescribed internship activities. They believed that in choosing internship mentors, more attention should be paid to employing those who have the necessary qualifications.  Participants' positive attitudes towards the internship program and its effectiveness were also worth noticing.  The results of the study done by Jamshidi, Imam Jomeh, Asareh and Mousapour (2018) confirm the results of this study. The authors reported that internship can gradually increase discipline-based knowledge, knowledge of educational practice, and knowledge of thematic educational practice of both trainees and mentors.  Oveysi Kohkha and Sarabandi (2017) have further reported that there is a direct relationship between internship and trainees' professional performance, and that the internship period can often increase trainees' self-esteem, lead to development of their personalities, heighten their sense of social responsibility, and develop their professional competence. From the mentors' viewpoints, efficiency of the internship program is affected by some problems, including internship program agents' lack of competency. Indeed, program agents, due to different causes, do not receive the necessary training, and, obviously, this important point is neglected in the implementation process.  Pejman and Aliabadi (2016) have believed that mentors should provide the trainees with a clear picture of internship program. Furthermore, they have stated that there might be some unpredictable executive problems which can negatively affect the internship program. Considering this, it has also been found that temporal problems can make the internship process difficult. For instance, the amount of time which is allocated to the internship program is much less than the amount of time which has been considered as necessary for the implementation of program. According to the researchers, if the golden time of learning a one-year internship course can have the greatest impact on gaining the desired qualifications of a teacher, this opportunity is easily lost by not allocating enough time to the implementation of the program. This has been referred to as the pathology of Farhangian University internship program by Ghanbari, Nikkhah and Nikkht (2017). The results of studies done by Bahrami et al. (2002) and Tabrizi and Azimi (2015), too, indicate that lack of time is amongst the most significant weaknesses in the implementation of internship programs.


 

Keywords

References

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History

  • Receive Date: 28 February 2020
  • Revise Date: 13 August 2020
  • Accept Date: 18 August 2020

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