Validation of the Quality Enhancement Model for the Practicum Course of Farhangian University Student Teachers
Keywords:
Validation, quality enhancement, practicum course, teacher education, Farhangian University student teachersAbstract
The objective of this study was to design and validate a quality enhancement model for the practicum course of student teachers at Farhangian University. This applied research employed an exploratory mixed-methods design. In the qualitative phase, data were collected through semi-structured interviews with 24 experts, faculty members, mentors, and student teachers, and analyzed using systematic grounded theory (open, axial, and selective coding). In the quantitative phase, the statistical population consisted of 1,080 student teachers, teachers, and school mentors in Tehran Province, from whom 285 participants were selected via stratified random sampling. A researcher-made questionnaire based on qualitative findings was used. Instrument validity was confirmed through content validity ratio (CVR), face and content validity, and reliability was assessed using Cronbach’s alpha. Quantitative data were analyzed using confirmatory factor analysis (CFA) in SPSS and LISREL. Qualitative analysis resulted in 132 open codes, 27 axial categories, and six main components within the paradigm model. The core phenomenon included five key categories: understanding the philosophy of practicum, transfer of teaching experience, university–school interaction, linking theory and practice, and facilitation of the teaching role. CFA results indicated strong model fit across all components (X²/df < 3, RMSEA < 0.08, CFI and GFI > 0.90). The findings confirmed that the proposed practicum quality enhancement model possesses robust construct validity. The validated model underscores the importance of strengthening university–school collaboration, revising practicum curricula, enhancing mentor teachers’ competencies, improving practical supervision, and cultivating a supportive practicum culture. Implementing the model can improve student teachers’ professional competencies, elevate instructional quality, and contribute to systemic improvement in teacher education.
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Copyright (c) 2025 Seyed Amirhosein AliNattaj Sadati (Author); Hamid Shafizadeh (Corresponding author); Nader Soleimani (Author)
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