Document Type : Original research
Authors
1
Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2
Department of Educational Sciences, Farhangian University, P.O. Box 889-14665, Tehran, Iran
10.48310/chemedu.2026.21805.1393
Abstract
Background and Objective: Internship is a critical component of teacher education, shaping student-teachers’ attitudes and professional identity. However, the transformative process of chemistry student-teachers’ attitudes toward teaching in real school contexts remains underexplored. This study aimed to discover and analyze this transformation and provide a theoretical explanation grounded in internship experiences. Materials and Methods: A qualitative approach using grounded theory (Strauss & Corbin, 1998) was employed. Data were collected through semi-structured interviews with 13 chemistry education undergraduates at Farhangian University and analyzed via open, axial, and selective coding. Credibility was ensured through continuous review, constant comparison, and conceptual richness. Findings: Internship served as a field-based, interactive context that profoundly transformed professional attitudes and redefined the chemistry teacher’s role. Key categories included: ‘gap between imagined and real chemistry teaching,’ ‘attitude shift toward the teacher’s multidimensional role,” ‘lived challenges in chemistry classrooms,” ‘positive experiences and pivotal learning moments,’ ‘personal growth and professional self-awareness,’ ‘contextual factors affecting teaching,’ and “strategies for improving teacher education and chemistry instruction’. Conclusion: The core category, ‘reconstruction of chemistry teachers’ professional identity,’ reflects a gradual, multidimensional process rooted in lived experience. This reconstruction emerges from direct engagement with school realities, human interactions, teaching challenges, and professional reflection. Findings suggest that internships incorporating instructional support, structured feedback, and reflective opportunities are fundamental to developing future teachers’ competencies and professional identity.
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