A Phenomenological Analysis of Counseling Student-Teachers' Perceptions of the Opportunities and Challenges in the Internship Curriculum at Farhangian University
Assistant Professor of Department of Psychology and Counselling, Farhangian University, P.0. Box 14665-889, Tehran, Iran
10.48310/itt.2025.18981.1095
Abstract
Background and Objectives: Internship is the most crucial component of the curriculum at Farhangian University, as it allows student-teachers to demonstrate their competencies and provides a platform for their professional development. The present study aimed to examine the perceptions of female counseling student-teachers regarding the opportunities and challenges of the internship curriculum. Methods: This study was a qualitative research based on a phenomenological approach. The participants consisted of 19 female counseling student-teachers, selected through purposeful sampling from among fourth-year students at Farhangian University in Gilan. Semi-structured interviews were conducted with all participants. Data analysis was performed using Colaizzi’s seven-step method. Findings: The results revealed two main themes: opportunities and challenges of the internship curriculum at Farhangian University. The opportunities were categorized into three sub-themes: developmental opportunities in the internship course, interpersonal opportunities in the internship course, and experiential opportunities in the internship course. The challenges were categorized into four sub-themes: school-related issues, problems with internship course planning, challenges related to school counselors, and difficulties associated with internship instructors. Conclusion: Based on student-teachers’ perceptions of the opportunities and challenges in the counseling internship curriculum, it is recommended that internship program administrators, school counselors, and supervising instructors take these findings into account to enhance professional development and facilitate rich practical experiences in the counseling profession.
mohebbi, Z. and mohebbi, M. (2025). A Phenomenological Analysis of Counseling Student-Teachers' Perceptions of the Opportunities and Challenges in the Internship Curriculum at Farhangian University. Theory and Practice in Teachers Education, (), -. doi: 10.48310/itt.2025.18981.1095
MLA
mohebbi, Z. , and mohebbi, M. . "A Phenomenological Analysis of Counseling Student-Teachers' Perceptions of the Opportunities and Challenges in the Internship Curriculum at Farhangian University", Theory and Practice in Teachers Education, , , 2025, -. doi: 10.48310/itt.2025.18981.1095
HARVARD
mohebbi, Z., mohebbi, M. (2025). 'A Phenomenological Analysis of Counseling Student-Teachers' Perceptions of the Opportunities and Challenges in the Internship Curriculum at Farhangian University', Theory and Practice in Teachers Education, (), pp. -. doi: 10.48310/itt.2025.18981.1095
CHICAGO
Z. mohebbi and M. mohebbi, "A Phenomenological Analysis of Counseling Student-Teachers' Perceptions of the Opportunities and Challenges in the Internship Curriculum at Farhangian University," Theory and Practice in Teachers Education, (2025): -, doi: 10.48310/itt.2025.18981.1095
VANCOUVER
mohebbi, Z., mohebbi, M. A Phenomenological Analysis of Counseling Student-Teachers' Perceptions of the Opportunities and Challenges in the Internship Curriculum at Farhangian University. Theory and Practice in Teachers Education, 2025; (): -. doi: 10.48310/itt.2025.18981.1095
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