A Study of the Curriculum at Farhangian University for Student Teachers and Their Speaking Skills: Solutions and Challenges

The present study aimed to examine the speaking skill levels of student teachers, along with the challenges and solutions based on the lived experiences of both student teachers and experts. The research method used was mixed methods, involving document analysis and phenomenology. The interviewees included all student teachers and speaking skill experts in Ardabil city in 2024. For sample selection, 25 student teachers and 15 experts were chosen using purposive and saturation sampling methods. Data were collected through in-depth and semi-structured interviews. First, the focus on speaking skills components in the approved curricula of courses available at Farhangian University in Ardabil province was assessed, revealing that the fields of "Persian Language and Literature" and "Educational Affairs" received appropriate attention to speaking skills. However, in the areas of "Elementary Education" and "Theological Education," minimal emphasis was given. Additionally, during interviews with student teachers, while emphasizing the critical need for learning speaking skills, they highlighted obstacles in this area, categorized into four domains: issues related to Farhangian University’s infrastructure, problems concerning the student teachers themselves—such as shyness and lack of motivation—issues related to teaching speaking skills, and a general lack of attention and care for this skill. In response to the question about the importance of speaking skills, experts emphasized factors such as effective communication, the importance of speaking skills in teaching, and enhancing the abilities of student teachers. Among the experts' suggestions for developing speaking skills were breathing exercises, participation in training courses, voice exercises, and additional methods.