Experiences of Farhangian University Faculty Members Regarding Philosophical Prospects and Challenges in Teacher Education: A Qualitative Study
Keywords:
faculty experiences, philosophical challenges, teacher education, philosophy of educationAbstract
Teacher education, as one of the fundamental pillars of the educational system, plays a pivotal role in improving the quality of education and training. At the same time, it faces various philosophical prospects and challenges. The present study aimed to examine the experiences of faculty members at Farhangian University regarding the application of and engagement with philosophical prospects and challenges in the teacher education process. This research employed a qualitative design with an interpretative phenomenological analysis (IPA) approach. The study population comprised all faculty members of Farhangian University in East Azerbaijan Province, selected through purposive criterion sampling. Sampling continued until data saturation was reached, and ultimately 15 participants took part in the study. Data were collected through semi-structured, in-depth interviews and analyzed using Smith’s six-stage protocol. The findings led to the extraction of nine main themes: (1) enhancing the teacher education process through philosophical perspectives, (2) aligning philosophical views in teacher education with the practical and real needs of school teaching, (3) the influence of social and cultural transformations on the philosophy of teacher education, (4) the role of technology and innovation in teacher education from a philosophical standpoint, (5) the importance of critical thinking and philosophy in teacher education, (6) philosophical evaluation of teacher education curricula, (7) the role of philosophical research in developing teacher education, (8) interaction between educational philosophies and educational policies, and (9) philosophical challenges in teacher education: barriers and solutions. Based on these findings, strengthening critical thinking, leveraging technological innovations, and fostering philosophical responsibility among teachers are of great significance. The results indicate that employing philosophical perspectives can improve the teacher education process and enhance the overall quality of education within the national educational system.
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Copyright (c) 2025 Fatemeh Mardan Arbat (Corresponding author); Maryam Marandi Heydarloo (Author)
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