Abstract

The lived experience of student teachers in the practicum course is recognized as one of the most important factors in the professional development of future educators. The practicum, as a practical component of teacher education programs, provides student teachers with opportunities to engage with real educational settings and integrate their theoretical knowledge with practical skills. Lived experience in this course involves observation, active participation, decision-making in real situations, and receiving feedback from mentors and students, all of which contribute significantly to the enhancement of student teachers’ professional competencies. Lived experience is an active and dynamic process that engages student teachers directly with real classroom environments, challenges, and diverse student needs. Professional competency in teaching refers to a set of abilities, skills, and professional attitudes that enable effective instruction, classroom management, student interaction, and assessment of learning. Lived experience in the practicum provides a context in which student teachers can practice and strengthen these competencies under real conditions. Encountering actual classroom challenges requires student teachers to make practical and professional decisions that directly impact students’ learning outcomes. This direct engagement fosters critical thinking, problem-solving abilities, professional adaptability, and analytical skills. One of the most important benefits of lived experience in the practicum is the opportunity for continuous feedback. Student teachers receive feedback from mentors, peers, and even students, which enhances professional self-awareness and helps identify individual strengths and weaknesses. Targeted feedback allows student teachers to refine their teaching methods, improve classroom management strategies, and strengthen professional decision-making abilities. This process not only facilitates practical learning but also serves as an ongoing evaluative tool for professional competency development. Lived experience also plays a critical role in enhancing student teachers’ social and professional interaction skills. Engagement with students, colleagues, and mentors provides opportunities for developing communication skills, teamwork, and conflict management abilities. These skills are essential components of professional competency and are vital for teacher success in complex and diverse educational environments. Direct engagement with classroom challenges enables student teachers to practice problem-solving and decision-making in real contexts, enhancing their capacity to handle unexpected situations effectively. Research indicates that lived experience during the practicum enhances student teachers’ self-confidence and motivation. When student teachers successfully implement effective instructional activities, their sense of professional efficacy and job satisfaction increases. This direct experience not only develops professional skills but also contributes to the formation of their professional identity. Professional identity encompasses a set of beliefs, values, and attitudes toward one’s profession, which are shaped over time through practical experiences and contribute to sustainable professional development. Given the significance of lived experience, providing authentic opportunities for practicum engagement and direct interaction with school environments can play a vital role in the development of student teachers’ professional competencies. Experiencing real educational situations allows student teachers to strengthen professional and social skills, increase self-confidence, and develop a solid professional identity. Thus, emphasizing lived experience as the central element of the practicum course creates a suitable foundation for cultivating capable, adaptable, and prepared future educators. Lived experience in the practicum also facilitates a deeper understanding of learning processes and the complexities of educational environments. By observing individual differences among students and the diversity of learning styles, student teachers recognize the importance of adapting teaching methods and designing instructional activities to meet students’ specific needs. This process teaches student teachers how to structure curricula in a way that promotes effective and comprehensive learning while simultaneously developing critical thinking and situational analysis skills. Moreover, lived experience in the practicum familiarizes student teachers with school culture and the social environment of students, enhancing their capacity to manage professional interactions. Engagement with real classroom realities improves student teachers’ abilities in rapid decision-making, adaptability to changing circumstances, and effective management of complex classroom challenges. This experience enables student teachers to develop creative and effective solutions to unexpected problems and to emerge as professional educators ready for the challenges of real-world teaching. In conclusion, lived experience serves as a comprehensive process in the practicum, simultaneously developing student teachers’ professional competencies, social skills, cognitive abilities, and professional identity. Investing in the enhancement of lived experience in teacher education programs can lead to the cultivation of skilled, confident, and committed teachers who are prepared for continuous professional growth and capable of responding effectively to the demands of contemporary educational environments.
This study was conducted using a qualitative approach and phenomenology. Phenomenology, as emphasized by Streubert and Carpenter, seeks to describe and interpret diverse phenomena of human life, focusing on lived experiences as the foundation for constructing meaning. Since this method enables rich descriptions of experiences within their contexts, it was deemed appropriate for examining student teachers’ experiences in the practicum course. The participants included male student teachers of elementary education at Shahid Rajaee Farhangian University, Urmia. Based on the study’s purpose—to explicate student teachers’ experiences in practicum for developing professional competencies—14 participants were selected through purposive sampling until theoretical saturation was achieved. Semi-structured interviews lasting between 45 and 90 minutes were conducted, and the collected data were analyzed using content analysis. Data analysis followed Colaizzi’s (1978) seven-step method, including reading significant statements, extracting meaning units, clustering themes, returning to participants for validation, and ensuring trustworthiness through member checking and expert review. To enhance credibility, transcripts, codes, and categories were reviewed by three experts. Transferability was supported by providing detailed descriptions, while confirmability was ensured through systematic documentation of the research process. Ethical considerations were addressed by obtaining participants’ informed consent and maintaining confidentiality. Since participants did not consent to audio recording, data were documented through detailed note-taking.
Qualitative content analysis yielded five main themes and fifteen subthemes: Cognitive domain(scientific mastery, instructional design, recognition of the theory–practice gap); Skill domain (classroom management, application of active teaching methods, assessment of student learning); Affective–ethical domain (commitment to learning, intrinsic motivation, empathy with students); Identitysocial domain (sense of belonging to the teaching profession, positive interaction with colleagues, acceptance of school culture); Final outcomes (continuous professional development, improvement of educational quality, empowerment of future teachers).
In order to further enhance the professional competencies of student teachers, who represent the future educators of this nation, it is recommended that they be provided with opportunities for reflection and analysis of their experiences following each practicum session. Such reflection may be facilitated through reflective journals or case-based analyses. It is also suggested that collaborative workshops and peer learning groups be organized, enabling student teachers to share their experiences and benefit from diverse perspectives. Moreover, by creating teaching opportunities that expose student teachers to a wide range of learners and classroom challenges, they can be better prepared to navigate the complexities and realities of the teaching profession.