Abstract

The quality of teacher education has long been recognized as one of the most critical factors influencing the effectiveness of education systems worldwide. Teachers are not only conveyors of knowledge but also facilitators of learning, developers of social skills, and shapers of values and attitudes in future generations. Within this broad responsibility, teacher education programs have placed increasing emphasis on field-based experiences such as practicum, which bridge the gap between theoretical coursework and the realities of classroom practice. While much of the literature has highlighted the importance of practicum in cultivating professional identity, instructional skills, and reflective capacities, there is still a need to understand how student teachers in specific national contexts, such as Iran, experience this process. The present study aims to explore how future teachers’ professional competencies are enhanced through real-world teaching environments, focusing particularly on student teachers of Farhangian University who undergo structured practicum programs.
The research employed a qualitative approach with interpretative phenomenological analysis (IPA), which is especially suitable for gaining an in-depth understanding of lived experiences. Eleven final-year student teachers participated in the study. Each had completed four consecutive semesters of practicum, which included extensive engagement in real classrooms under the supervision of mentor teachers and university tutors. Data were gathered through semi-structured interviews designed to elicit detailed accounts of participants’ challenges, reflections, and developmental trajectories. The data were analyzed using Braun and Clarke’s (2006) thematic analysis, which allowed for the identification of recurring themes, the construction of categories, and the articulation of overarching patterns within participants’ narratives.
The findings revealed four main categories that captured the essence of student teachers’ developmental journeys during practicum. The first category, redefinition of professional teacher identity, encompassed shifts in how participants perceived teaching: from viewing it merely as a job to embracing it as a moral and social mission. Many student teachers highlighted that working closely with pupils led them to see teaching as a responsibility to nurture learners holistically rather than simply deliver content. They reported developing values such as fairness, respect, patience, and responsibility, which became central to their professional identity. This process of identity reconstruction resonates with international studies that show how practicum catalyzes professional self-concept formation and fosters alignment between personal values and the ethos of teaching.
The second category, development of instructional and managerial skills, underscored the progression from novice-level, mechanical implementation of lesson plans toward more flexible, creative, and context-responsive teaching practices. Student teachers described how repeated exposure to classroom settings allowed them to experiment with diverse instructional strategies, ranging from cooperative learning activities to inquiry-based approaches. Equally significant was the acquisition of classroom management skills, which extended beyond maintaining discipline to include sustaining student engagement and cultivating a learning-oriented climate. For many participants, practicum represented the first authentic opportunity to navigate the complexities of managing time, resources, and diverse student needs, leading to noticeable growth in confidence and competence.
The third category, dealing with challenges and adaptive strategies, highlighted the obstacles that student teachers encountered and the ways they responded. Structural issues such as large class sizes, inadequate facilities, and insufficient parental involvement were frequently mentioned. Participants emphasized that while such limitations initially generated stress and frustration, they gradually learned to develop adaptive strategies. Examples included modifying instructional materials, using peer collaboration, leveraging digital resources, or creatively adjusting lesson objectives to fit existing constraints. This dimension of the findings illustrates the dynamic and resilient nature of professional learning, where student teachers learn to adapt to less-than-ideal circumstances while still striving to provide meaningful learning experiences.
The fourth category, commitment to lifelong learning and professional development, captured the participants’ recognition that teaching competence cannot be fully achieved within the confines of a single program. Instead, they saw practicum as the beginning of an ongoing journey of growth. Student teachers articulated a strong desire to continuously enhance their knowledge, reflect critically on their practices, and learn from more experienced colleagues. They acknowledged that teaching requires persistent engagement with new pedagogical methods, technologies, and educational policies. This commitment to lifelong learning was seen as a critical outcome of practicum, embedding in participants a proactive stance toward their professional futures.
The overall results suggest that practicum is not merely a site for the transmission of technical skills but rather a transformative process in teacher education. It facilitates the construction of professional identity, cultivates creativity, strengthens resilience, and embeds the disposition of lifelong learning. These findings echo international literature on the transformative potential of experiential learning, emphasizing that meaningful growth occurs when student teachers are actively engaged in reflection, adaptation, and identity formation.
Nevertheless, the study also revealed that structural and contextual challenges can undermine the effectiveness of practicum. Inadequate resources, insufficient collaboration between schools and universities, limited support from mentor teachers, and administrative inefficiencies were recurrent themes. Such issues risk diminishing the developmental benefits of practicum by constraining opportunities for experimentation, feedback, and sustained reflection. Consequently, it is critical that policymakers and educational leaders address these systemic barriers to ensure that practicum fulfills its intended role.
Based on these findings, several recommendations are put forward. First, it is essential to strengthen collaboration between Farhangian University and schools, creating shared frameworks for mentoring, evaluation, and reflective dialogue. Second, mentor teachers should be empowered through targeted professional development, recognizing their pivotal role in guiding student teachers. Third, structured opportunities for reflection—such as reflective journals, peer discussions, and supervisor feedback sessions—should be systematically integrated into practicum design. Fourth, investment in educational infrastructure, including access to digital technologies and teaching resources, is necessary to enable student teachers to implement diverse instructional methods. Finally, fostering a supportive school culture that values experimentation, inclusivity, and professional dialogue can enhance the overall effectiveness of practicum experiences.
In conclusion, the study highlights practicum as a vital and transformative element in teacher education. While it equips student teachers with essential pedagogical and managerial competencies, its greatest contribution lies in reshaping professional identity and instilling lifelong learning orientations. However, without adequate structural support and collaborative mechanisms, these potentials may remain underutilized. Therefore, the success of practicum depends on a holistic approach that integrates institutional support, reflective practice, and systemic reform. This study contributes to the growing body of knowledge on practicum by providing insights from the Iranian context and emphasizes the universal significance of field-based learning in preparing competent, reflective, and adaptive teachers for the future.