نوع مقاله : مقاله پژوهشی
نویسندگان
1 علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان. سنندج، ایران
2 علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: The mismatch between student-teachers’ pre-entry expectations and their lived experiences at Farhangian University plays a significant role in shaping their academic motivation, professional identity, and satisfaction with the teaching profession. This study aimed to explore and describe student-teachers’ lived experiences of this expectation–experience gap. Methodology:This research employed a qualitative descriptive phenomenological approach. The participants were 12 student-teachers (both male and female) from two campuses of Farhangian University in Kermanshah, selected using purposive criterion-based sampling. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. Sampling ensured maximum variation in gender, semester level, and field of study and continued until descriptive saturation was achieved. Findings:The participants initially held idealized expectations regarding campus infrastructure, pedagogical quality, academic support, and their professional identity. However, their real experiences often diverged from these expectations, leading to a perceived gap. Over time, student-teachers recalibrated their expectations based on institutional realities. Multiple external and internal factors—including media, peer narratives, personal motivation, and institutional branding—shaped their initial perceptions. In the first year, they faced various challenges, including institutional unfamiliarity, role ambiguity, limited welfare facilities, and difficulties during practicum. Conclusion: The expectation–experience gap can reduce motivation and satisfaction, although for some participants, field experiences led to a redefined and strengthened professional identity. Practical implications include aligning recruitment messaging with institutional realities, revising early-year curricula, and enhancing academic and welfare support structures to improve student-teachers’ first-year experience.
کلیدواژهها [English]
)