Designing a Practicum Quality Enhancement Model through an Educational Planning Approach Based on Grounded Theory
Keywords:
Practicum quality, educational planning, grounded theory, teacher education, Farhangian UniversityAbstract
This study aimed to design a comprehensive model for enhancing the quality of the practicum course for Farhangian University student teachers using an educational planning approach grounded in systematic grounded theory. This applied qualitative study employed a systematic grounded theory approach. Participants consisted of 24 faculty members, mentor teachers, school principals, and student teachers selected through purposive and snowball sampling. Data were collected via semi-structured interviews and document analysis and analyzed through open, axial, and selective coding. Trustworthiness was ensured using credibility, dependability, confirmability, and transferability criteria. The findings identified 132 open codes and 27 axial codes organized into six paradigmatic dimensions. The core phenomenon emphasized linking theory and practice, university–school collaboration, and role facilitation. Key strategies included teaching practice, curriculum revision, practical supervision, and establishing practicum-friendly schools, leading to outcomes such as professional teacher preparation and improved teaching quality. Effective practicum quality enhancement depends on educational planning that systematically integrates theoretical learning with authentic school-based practice.
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