Abstract
ABSTRACT Professional preparedness in teaching is vital for navigating today’s challenging environment. In Iran, teachers undergo four years of education at teacher training faculties. This study investigates the experiences of 22 recent graduates to identify their professional challenges. Data were collected through semi-structured interviews and analyzed thematically. The findings reveal three main categories of challenges: infrastructural and planning issues, scientific and academic challenges, and organizational and human-related problems. Each category highlights obstacles that participants believe hinder their professional development. Graduates feel that attention from policymakers to these challenges within teacher training institutions could significantly enhance their growth and improve the overall quality of education in the country. Therefore, addressing these issues is essential for advancing educational standards and providing better professional development opportunities for graduates. The study underscores the importance of recognizing and resolving these challenges to foster a more effective educational environment in Iran’s teaching system.
Published Version
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