Journal of higher education curriculum studies

Journal of higher education curriculum studies

New Primary School Teachers’ Perceptions of the Quality of Farhangian University’s Skills Training Program for Teacher Candidates in Primary Education: A Sequential Mixed-Method Study

Document Type : Research Paper

Authors
1 Assistant Professor, Department of Educational Sciences, Faculty of Psychology & Educational Sciences, Yazd University, Yazd. Iran.
2 Associate professor in RIE( Research Institute for Education), Tehran, Iran.
10.22034/hecs.2026.529940.2015
Abstract
This mixed-method study evaluates the Skills Training Program for Teacher Candidates in the Primary Education discipline at Farhangian University. Quantitative data gathered with 2100 participants through researcher-made questionnaire during the 2024–2025 period and its reliability via Cronbach coefficient – 0.98_ and validity using confirmatory factor analysis (fitness indexes: SRMR = 0.05, RMSEA = 0.06; GFI = 0.87; CFI = 0.99; NFI= 0.99; PNFI= 0.87; and χ2/df = 4.82) was confirmed. Qualitative data was obtained through in-depth interviews with 17 teachers. The collected data were then analyzed using descriptive statistics, a one-sample t-test, and content analysis. The findings reveal that, in terms of context, the program’s objectives moderately align with new teachers’ needs in knowledge, pedagogy, communication, and technology; however, key skills—such as strategies for working with children with special needs and digital content production—are noticeably absent. Regarding inputs, teacher competence was rated as satisfactory, but the educational and welfare infrastructure fell below expectations. In the process component, although the overall training was deemed appropriate, participants expressed dissatisfaction with the tight schedule, internship structure, and comprehensive exam. Finally, the outputs showed that the program did not sufficiently enhance technological and pedagogical knowledge, indicating the need for substantial revisions. The findings provide valuable insights for refining program objectives, enhancing inputs, and identifying key actions to optimize both the process and outcomes of the program and provide possibility to ehnace capabilities of skills learners in line with local experiences.
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