Document Type : Original Research
Authors
1
Department of Educational Administration, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2
Assistant Professor ,Department of Philosophy and logics Education, Farhangian University, P.O. Box 14665-889,Tehran, Iran
3
M.A. Graduate in Curriculum Planning, Nasibeh Campus, Farhangian University, Tehran, Iran
10.48310/itt.2025.19953.1140
Abstract
This study aims to explain and analyze the lived experiences of novice elementary teachers at the Teacher Training University regarding the concept of useful knowledge and its place in the teacher education curriculum. The central question of the research is how novice teachers reconstruct this concept in their minds and give it meaning through the lens of their educational experiences, professional requirements, and practical applications in the classroom. This qualitative study is based on Colaizzi’s descriptive phenomenological approach. Data were collected through semi-structured interviews with 14 novice teachers who graduated from the Teacher Training University between 2020 and 2023, and analyzed through a seven-step process.
The findings indicate that, from the participants’ perspective, useful knowledge is a form of knowledge that, in addition to theoretical foundations, possesses the capacity for execution, direct application, and responsiveness to real teaching situations. This kind of knowledge creates an effective link between theory and practice and, from the viewpoint of novice teachers, is regarded as a tool for improving teaching quality and addressing everyday educational challenges. Influential factors in this understanding include the role of instructors, teaching methods, emphasis on practical skills, opportunities for experiential learning, and the alignment of the curriculum with real school issues. Based on these findings, a revision of the teacher education curriculum—emphasizing the integration of theoretical knowledge, practical skills, and field experience—is deemed essential for cultivating professional, responsible, and problem-oriented teachers.
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