Identifying strategies for empowering student teachers through cultural and social festivals (Case study: Farhangian University of Zanjan)

Document Type : Original Article

Authors

1 Assistant Professor of Educational Management, Department of Educational Administration, Farhangian University, Tehran, Iran

2 Educational Management, University of Tehran, Lecturer at Farhangian University

3 English department,, Farhangian University, Zanjan, Iran

10.22034/ise.2025.17929.1188

Abstract

Introduction: Identifying strategies for empowering student teachers through cultural-social festivals can be used to improve their skills and capabilities. The present study aimed to explore students' perspectives on empowering student teachers through cultural-social festivals. Methods: The approach of this research was qualitative. The research population included student teachers in cultural-social festivals who were studying at Al-Zahra (S) and Shahid Beheshti campuses in Zanjan in the academic year 1402-1403. Sixteen of them were interviewed using a purposeful method and based on the principle of theoretical saturation. A semi-structured interview was used to collect data. The accuracy of qualitative data was achieved using the criteria of acceptability, transferability, and reliability. The validity of the data was achieved through high-quality tape recording and documentation, recording, writing, and interpreting them, hand-writing them, blind coding, and agreement between coders who were experts in the field of qualitative research. Corbin and Strauss’ (2008) systematic approach was used to analyze the data. Findings: Effective strategies for empowering student teachers in various socio-cultural festivals were identified in 5 categories (effective resource management, upstream document-based actions, and application of educational content) and 15 concepts. Conclusion: Various factors can affect student-teacher empowerment, and the findings and categories extracted can be effective strategies in this regard.

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