تأثیر روابط راهنمایی بر تحولات هویت حرفه ای دانشجومعلمان در دوره‌های کارورزی: یک مطالعه کیفی در دانشگاه فرهنگیان

Purpose: This research aimed to explore the lived experiences of student teachers regarding mentorship relationships and how these relationships influence their professional development during internship. Method:ducted as a longitudinal qualitative study within interpretative phenomenological framework, were collected through semi-structured indepth interviews at three stages (beginning middle, and end of internship) 10 female student teachers at Cultural University. Data analysis followed guidelines, conducted at two levels:-subjective (to understand individual) and inter-subjective (to identify common themes).
Findings: Interpretative analysis of participants’ revealed four overarching themes: 1) Mentorship relationship as an interpersonal spacewith empowering and limiting poles), 2) Conflict between ‘inspiration’ andpure imitation’, 3) of ‘disconnection’ and erasure of identity, and 4) Inquiry into the role as the main of transformation. Findings indicated that quality of mentorship relationships—based on security, respect for agency, and dialogue—is the cornerstone of professional identity formation. In contrast controlling, absent, or meaningless can lead to identity confusion, severe-confidence reduction, and feelings ofacy.
Conclusion: This study demonstrates that professional identity development internship is a non-linear, emotional, and deeply relationship-driven process The mentor teacher is not just a observer but the architect of the psychological of this transformation; therefore, systematic, selection, and support of mentor—with emphasis on communication skills, intelligence, and reflective facilitation abilities— be at the core of teacher education. This investment paves the way nurturing teachers with cohesive, resilient, agency-focused professional identities.Purpose: This research aimed to explore the lived experiences of student teachers regarding mentorship relationships and how these relationships influence their professional development during internship. Method:ducted as a longitudinal qualitative study within interpretative phenomenological framework, were collected through semi-structured indepth interviews at three stages (beginning middle, and end of internship) 10 female student teachers at Cultural University. Data analysis followed guidelines, conducted at two levels:-subjective (to understand individual) and inter-subjective (to identify common themes).
Findings: Interpretative analysis of participants’ revealed four overarching themes: 1) Mentorship relationship as an interpersonal spacewith empowering and limiting poles), 2) Conflict between ‘inspiration’ andpure imitation’, 3) of ‘disconnection’ and erasure of identity, and 4) Inquiry into the role as the main of transformation. Findings indicated that quality of mentorship relationships—based on security, respect for agency, and dialogue—is the cornerstone of professional identity formation. In contrast controlling, absent, or meaningless can lead to identity confusion, severe-confidence reduction, and feelings ofacy.
Conclusion: This study demonstrates that professional identity development internship is a non-linear, emotional, and deeply relationship-driven process The mentor teacher is not just a observer but the architect of the psychological of this transformation; therefore, systematic, selection, and support of mentor—with emphasis on communication skills, intelligence, and reflective facilitation abilities— be at the core of teacher education. This investment paves the way nurturing teachers with cohesive, resilient, agency-focused professional identities.
Keywords: Teacher Professional Identity,orship Relationship, Internship, Interpret Phenomenology, Cultural University
Purpose: This research aimed to explore the lived experiences of student teachers regarding mentorship relationships and how these relationships influence their professional development during internship. Method:ducted as a longitudinal qualitative study within interpretative phenomenological framework, were collected through semi-structured indepth interviews at three stages (beginning middle, and end of internship) 10 female student teachers at Cultural University. Data analysis followed guidelines, conducted at two levels:-subjective (to understand individual) and inter-subjective (to identify common themes).
Findings: Interpretative analysis of participants’ revealed four overarching themes: 1) Mentorship relationship as an interpersonal spacewith empowering and limiting poles), 2) Conflict between ‘inspiration’ andpure imitation’, 3) of ‘disconnection’ and erasure of identity, and 4) Inquiry into the role as the main of transformation. Findings indicated that quality of mentorship relationships—based on security, respect for agency, and dialogue—is the cornerstone of professional identity formation. In contrast controlling, absent, or meaningless can lead to identity confusion, severe-confidence reduction, and feelings ofacy.
Conclusion: This study demonstrates that professional identity development internship is a non-linear, emotional, and deeply relationship-driven process The mentor teacher is not just a observer but the architect of the psychological of this transformation; therefore, systematic, selection, and support of mentor—with emphasis on communication skills, intelligence, and reflective facilitation abilities— be at the core of teacher education. This investment paves the way nurturing teachers with cohesive, resilient, agency-focused professional identities.
Keywords: Teacher Professional Identity,orship Relationship, Internship, Interpret Phenomenology, Cultural University
Purpose: This research aimed to explore the lived experiences of student teachers regarding mentorship relationships and how these relationships influence their professional development during internship. Method:ducted as a longitudinal qualitative study within interpretative phenomenological framework, were collected through semi-structured indepth interviews at three stages (beginning middle, and end of internship) 10 female student teachers at Cultural University. Data analysis followed guidelines, conducted at two levels:-subjective (to understand individual) and inter-subjective (to identify common themes).
Findings: Interpretative analysis of participants’ revealed four overarching themes: 1) Mentorship relationship as an interpersonal spacewith empowering and limiting poles), 2) Conflict between ‘inspiration’ andpure imitation’, 3) of ‘disconnection’ and erasure of identity, and 4) Inquiry into the role as the main of transformation. Findings indicated that quality of mentorship relationships—based on security, respect for agency, and dialogue—is the cornerstone of professional identity formation. In contrast controlling, absent, or meaningless can lead to identity confusion, severe-confidence reduction, and feelings ofacy.
Conclusion: This study demonstrates that professional identity development internship is a non-linear, emotional, and deeply relationship-driven process The mentor teacher is not just a observer but the architect of the psychological of this transformation; therefore, systematic, selection, and support of mentor—with emphasis on communication skills, intelligence, and reflective facilitation abilities— be at the core of teacher education. This investment paves the way nurturing teachers with cohesive, resilient, agency-focused professional identities.
Keywords: Teacher Professional Identity,orship Relationship, Internship, Interpret Phenomenology, Cultural University
Purpose: This research aimed to explore the lived experiences of student teachers regarding mentorship relationships and how these relationships influence their professional development during internship. Method:ducted as a longitudinal qualitative study within interpretative phenomenological framework, were collected through semi-structured indepth interviews at three stages (beginning middle, and end of internship) 10 female student teachers at Cultural University. Data analysis followed guidelines, conducted at two levels:-subjective (to understand individual) and inter-subjective (to identify common themes).
Findings: Interpretative analysis of participants’ revealed four overarching themes: 1) Mentorship relationship as an interpersonal spacewith empowering and limiting poles), 2) Conflict between ‘inspiration’ andpure imitation’, 3) of ‘disconnection’ and erasure of identity, and 4) Inquiry into the role as the main of transformation. Findings indicated that quality of mentorship relationships—based on security, respect for agency, and dialogue—is the cornerstone of professional identity formation. In contrast controlling, absent, or meaningless can lead to identity confusion, severe-confidence reduction, and feelings ofacy.