Phenomenology of Student Teachers' Perception of the Development of Soft Skills in Farhangian University Curriculum

Document Type : Scientific - Research

Authors

1 Master of Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Iran

2 Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

3 Assistant Professor, Department of Educational Sciences, Safahan Institute of Higher Education, Isfahan, Iran

10.48308/mpes.2025.236689.1490

Abstract

Objective: The adaptation of the higher education curriculum to the requirements of the present age is to develop the knowledge, skills and attitudes of the learners and their professional development. Among the new requirements, paying attention to soft skills in the lesson is highlighted and is one of the main drivers of the success of teacher training programs, and by using student programs, teachers present their life in the university and their success in their careers and future. Soft skills as a tool to complete and apply hard skills refers to non-technical and non-academic competencies that support the professional performance of people in work environments or social fields and as a subset of One of the general skills is considered one of the most basic and essential skills for professional success, so that it provides the context for the integrated application of teachers' professional knowledge and skills. The aim of the current research is to study the phenomenological study of student teachers' perception of how to develop soft skills in the curriculum of Farhangian University.
Materials and methods: This research was conducted with a qualitative and descriptive phenomenological approach. Since the authors sought to understand the phenomenon under research through the interpretations obtained from the lived experiences of student teachers, the mentioned method was chosen to clarify and describe the narratives accurately and deeply as the best method of gathering information. Its participants were among the students and teachers of the elementary education field entered in 1398-1400 at Farhangian University (Shahid Hashmi-Nejad Girls' Campus, Mashhad), and 25 of them were purposefully selected. In order to collect data, a semi-structured face-to-face interview was used between 20 and 45 minutes. In order to analyze and validate the research data, the seven-step Claysey method was used in such a way that after studying the written text of the interviews and continuously comparing the concepts and expressions in them, semantic codes were extracted and selected, and then the selected codes were The themes were compiled and organized, conceptualized and then classified. In order to provide and guarantee the quality and accuracy of the results, the reliability method of Lincoln and Guba (1985) which includes four criteria; Believability, reliability, verifiability and transferability were used.
Discussion and conclusion: In total, 4 main themes and 15 sub-themes were identified, which showed that the curriculum elements of Farhangian University play an important role in the development of soft skills.  The results of the present study showed that professors' teaching methods, content, learning materials and resources, internship courses and the environment of Farhangian University are effective elements in the development of student teachers' soft skills. Teaching and learning activities are important and effective platforms in the development of soft skills through educational methods and strategies and the implementation of multiple and appropriate teaching methods such as; Project-oriented, experience-oriented, experiment-oriented and interaction-oriented teaching methods teach knowledge and content and develop skills. Educational resources, materials, tools and tools are also important elements of the curriculum that facilitate the process of transferring educational content and guarantee the strengthening of skills, which are pursued through the provision of practical, workshop and skill courses. Internship courses also create a rich platform for creating and strengthening their soft skills through a series of actions, interactions, experiences and educational observations. The presence of student teachers in the university environment and interaction with the scientific, social and emotional elements in the environment also have significant effects on their learning and development of soft skills. In other words, using practical, experimental and experimental, interactive and reflective, practical and workshop methods that student teachers are trained by attending university classrooms and studying specialized learning materials and resources, or during courses They experience internship and student life, the possibility of developing these skills is provided for them. Based on the general findings of the research, it is suggested that in the first place, in the revision and revision of the curriculum of the primary education field, attention should be paid to the integration and integration of soft skills, and in addition to that, continuous monitoring should be done based on its optimal implementation. The balance between opinion and action in the curriculum should be respected.

Keywords

References

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Journal of Management and Planning In Educational System
Volume 18, Issue 2 - Serial Number 35
September 2025
Pages 31-58

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