Abstract

Introduction
Teachers hold a vital role in promoting the cultural, social, and economic development of society. They are not merely conveyors of knowledge but also serve as behavioral and ethical role models. Hence, training competent and capable teachers is crucial. In Iran, Farhangian University plays a central role in preparing teachers and educators, established specifically to meet the human resource needs of the Ministry of Education. Despite numerous studies, there remains a lack of comprehensive information about the experiences of student-teachers and the challenges they encounter on their path to becoming effective educators. This study aimed to explore student-teachers’ experiences regarding the challenges and opportunities they face during their training at Farhangian University. Employing a qualitative phenomenological approach, the research was conducted among student-teachers at the Hazrat Masoumeh (S) Campus in Qom. Data were gathered through semi-structured interviews, with 19 student-teachers selected via purposive sampling based on theoretical criteria. This approach allowed an in-depth understanding of their perspectives, shedding light on the complex realities of teacher training and the obstacles that may affect their professional development and future impact on society. The findings can inform improvements in teacher education programs to better support student-teachers.
Research Methodology
This study employed a qualitative research design using a phenomenological approach. Phenomenology is a method that examines individuals' experiences and perspectives, aiming to gain a deeper understanding of the phenomenon under study by exploring their lived experiences and emotions. Data for this study were collected through semi-structured interviews. In this type of interview, a general framework is used, but interviewees are free to express their experiences openly. This method allows researchers to delve deeper into individuals' experiences and viewpoints.
In this study, 19 student-teachers were selected using purposive sampling. This method enables researchers to select participants based on specific criteria to form a representative sample of the target population. The number of samples was determined based on data saturation. Data analysis was performed using Graneheim and Lundman’s five-step method with the help of MAXQDA-2018 software. To enhance the credibility and quality of the results, Guba and Lincoln's four criteria were adhered to.
Findings
After analyzing the interviews, it became evident that being a student-teacher at Farhangian University involves several challenges, including economic challenges, socio-educational challenges, human resource shortages, lack of facilities and resources, and insufficient dormitory capacity.
Economic Challenges
Economic challenges have emerged as one of the most significant and persistent obstacles faced by student-teachers throughout their educational journey. One of the primary concerns is the high cost of tuition fees, which places a considerable financial burden on many students and their families. This expense often forces student-teachers to seek part-time jobs or other sources of income, which can detract from the time and energy they can dedicate to their studies and professional development. Additionally, there is a notable lack of funding available for research activities, which limits opportunities for student-teachers to engage in meaningful academic inquiry and contribute to the advancement of educational practices. The scarcity of financial support extends beyond tuition and research, as many student-teachers face insufficient scholarships, grants, or stipends to cover their living expenses, educational materials, and other essential costs. Furthermore, concerns about low salaries and inadequate benefits upon entering the teaching profession contribute to a sense of financial instability and uncertainty about their future career prospects.
Socio-Educational Challenges
Socio-educational challenges were identified as another significant barrier. The absence of research programs and perceived discrimination within the university environment reinforce feelings of inequality among student-teachers. A lack of cultural programs and inadequate evaluation mechanisms contribute to neglecting their educational needs. Furthermore, curricula misaligned with student-teachers' needs, coupled with society's low regard for teachers' status, result in decreased self-confidence and limited social acceptance.
Human Resource Shortages
The shortage of specialized human resources at Farhangian University was another major challenge identified in this study. This shortage was evident not only in academic staff but also in administrative personnel, as insufficient administrative staff slowed down managerial processes and support for student-teachers. Ultimately, inadequate human resources—both quantitatively and qualitatively—hindered the university from fully achieving its goals, negatively impacting student-teachers' lived experiences.
Lack of Facilities and Resources
Farhangian University faces a lack of educational facilities and resources, particularly in terms of equipment and educational technologies. Additionally, insufficient dormitory capacity posed significant challenges for student-teachers, especially those coming from other cities.
Opportunities
Despite these challenges, Farhangian University provides opportunities that foster growth, progress, and social development for its student-teachers. These opportunities include job security, social status, specialization, gaining experience, research opportunities, and social capital.
Job Security
Job security is one of the most significant advantages of studying at Farhangian University. This security stems from guaranteed employment in the Ministry of Education after graduation, providing students with a sense of stability and peace of mind. Having a stable job that meets financial needs through salaries and benefits is another advantage associated with this job security.
Social Status
Another important aspect highlighted among opportunities for Farhangian University’s student-teachers is their social status. Key codes extracted in this section included strong social standing, prestige, respect within society, social privileges, social competence, appropriate policies, and being well-regarded in society.
Specialization
Student-teachers at Farhangian University have the opportunity to specialize in their respective fields. This specialization enables them to function more effectively within the education system.
Gaining Experience
According to the study's findings, during their studies at Farhangian University, student-teachers gain practical experience in teaching and education fields. These experiences help them perform more effectively in educational environments.
Research Opportunities
Research opportunities are another benefit provided by Farhangian University. Student-teachers have the chance to engage in research activities that allow them to contribute more effectively to the education system while advancing knowledge and technology.
Social Capital
Finally, one of the key categories identified in this study was social capital. By creating a dynamic interactive environment, Farhangian University helps students expand their social networks and connect with peers from different cultures. These interactions not only foster empathy and enthusiasm for collaboration but also promote friendship and camaraderie among students.
Conclusion
In conclusion, despite existing challenges such as economic difficulties, socio-educational barriers, human resource shortages, lack of facilities and resources, and limited dormitory capacity at Farhangian University, being a student-teacher offers opportunities that contribute to personal growth and social advancement. These opportunities include job security after graduation due to guaranteed employment by the Ministry of Education; enhanced social status; specialization in teaching fields; practical teaching experience; engagement in research activities; and building valuable social capital through interactions within an inclusive academic environment.