The professional training of teaching candidates has a great importance in any education system; and one of the key strategies in this regard is their teaching internship experience. The purpose of this study was to analyze and represent aspects of candidates’ experience in schools by applying an interpretive approach. In order to collect data episodic interviews were used to collecting data. The potential participants of the study were the graduated students from Kurdistan Farhangian University who had at least one semester of teaching internship experience in schools. They were selected based on purposive sampling method. After interviewing with 30 participants, the data were inductively analyzed and classified based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom management skills for teaching candidates. Three of the most important themes represented by teacher applicants were: teaching internship experience as practicing classroom management, professionalism and self-development. In addition, the data revealed that that the teaching candidates were able to develop professional and communicative skills by using the teaching internship experience in the school; that is, they could communicate and cooperate with each other, teachers and principals in their activities. These activities include administrative as well as individual and independent teaching and learning processes. Based on the findings of the study it can be concluded that the experience of teaching internship in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. Moreover, the findings recommend that, given the importance and impact of school internships for students, teachers should be more carefully planned in terms of curricula to prepare students for this process by the Ministry of Education.
Qualitative Analysis of Teaching Candidates’ Experiences of Internship in Primary Schools
Journal of research On Issues of Education, No. 59, 2019
57 - 73
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