نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
The present study sought to explore the dimensions, functions, and inherent challenges of reflective observation in the Practicum I course. Furthermore, it aimed to identify the essential competencies required by student teachers while proposing strategies to enhance the quality of this process at Farhangian University. A qualitative phenomenological approach was employed utilizing purposive sampling to recruit 18 faculty members specializing in teacher practicum. Data were collected through semi-structured interviews and analyzed using Colaizzi's seven-step method. The findings indicated that reflective observation serves three primary functions: enhancing student teachers' cognitive and professional competencies, strengthening their professional identity and agency, and facilitating the process of professionalization through experiential learning in school settings. The study also identified four categories of implementation challenges: structural and infrastructural barriers, school-related professional and managerial challenges, individual factors, and university-related constraints. Furthermore, five key components for effective reflective observation emerged: professional preparation before school placement, structured observation, deepening the reflective process, strengthening practicum supervision, and improving schools' structural support. The findings suggest that, when systematically designed and effectively facilitated, reflective observation can evolve beyond a purely descriptive activity into a powerful mechanism for fostering student teachers' professional competencies, professional identity, and reflective learning.
کلیدواژهها English
