نشریه مطالعات سیاستگذاری تربیت معلم
سال ششم شماره 3 (پیاپی 17، پاییز 1402)

The Supreme Leader, in a message to the 29th National Prayer Summit, defined Farhangian University as a "culture-creating and among the eminences" university. The purpose of this research is to investigate and analyze the position and role of Farhangian University in reviving religious thinking and promoting prayer education among student teachers. This research uses the descriptive-analytical method in order to achieve research findings. The community of this research consists of managers of different levels, especially policy-making managers and cultural and educational experts, professors and student teachers. The results of the research indicate that the revival of religious thinking among student teachers in the context of the epistemological elements of the Islamic religion in the revival of religious thinking and the effort to perform congregational prayers and promote its education in the day-to-day university of educators, in the formation of student teachers' lifestyles. It plays a role with a religious approach

Formal and face-to-face education in situations that face sudden changes can create consequences for the education system according to various conditions. One of the sudden changes in recent years was the spread of the Corona virus and as a result the virtualization of formal education. Formal education requires serious requirements to be able to efficiently realize the socialization of students. In this research, the issue of socialization of students in virtual education was considered. In this regard, the grounded theory method was used. The city of Yasouj, the capital of Kohgiluyeh and Boyer Ahmad provinces, was chosen as the research field. In order to gain a rich understanding of the changes that have taken place, we conducted in-depth interviews with students. Sampling continued until the theoretical saturation stage was reached and finally an in-depth interview was conducted with 21 students. For data analysis, open, selective and central three-stage coding was used. From the analysis of interviews with students, 14 categories and 109 codes were obtained. "Insufficient socialization" was also chosen as the core category. The changing shape of the educational system, the evolved human relations and the problem of free time were the reasons for insufficient socialization. Two intervening conditions, called students' mental-psychological conditions and family interaction and education, and two contextual conditions of insufficient infrastructure and inequality were also extracted. In this situation, students engage in two acts of loitering and loitering. Problematization of the student's role, decline in the quality of education, spread of social harms and virtual opportunities as consequences of insufficient socialization were extracted from the interviews with students.

The important challenge of internship in Farhangian University is the lack of a clear theoretical framework and its practical plan; For this purpose, the theory, its dimensions and stages are drawn. Internship is a program for the professional development of teachers, based on theory and supervision, and it aims to bridge the gap between opinion and practice. The purpose of this research also is to investigate the basis, logic and skills of internships 1 to 4 in Farhangian University. The research method is descriptive-analytical, its approach is qualitative and the type of research is also the documentary. In this survey, the headlines of each internship, lesson introduction and its logic, learning opportunities, lesson content and its structure, teaching and learning strategies, educational resources and learning evaluation strategies have been reviewed. Afterwards, the internship program manual of Farhangian University, including competencies, skills and different levels, has been analyzed. The findings of the research show that the internship of Farhangian University has strong theoretical and practical foundations and the basis of its movement is the reflection and training of reflective teachers, but the theoretical exploration is not powerful and skills necessary to do this important thing are not available.