A Study of Student-Teachers’ Assertiveness From professors' view: Case Study of Farhangian University, Kermanshah Province

Assertiveness as a life skill is considered the core of inter-personal behaviors and key to human interactions, and is the result of social interaction which is produced and reproduced in socialization and re-socialization process. The current article, on the one hand, seeks to study the procedures that are asserted by student-teachers in their interactions with professors, staff and other student-teachers from the perspective of the professors in Farhangian University. On the other hand, the article intends to examine the assertiveness-related items which are neglected by student-teachers from the perspective of the professors. Research methodology is qualitative, and sampling method is theoretical-purposive. The data collection technique is semi-standard interview with 15 professors who have taught for at least six semesters in the present university, and the technique was completed based on theoretical saturation. For data analysis, the interviews were coded and analyzed based on their content. Then they turned into concepts, and reconstructed semantically into major issues. Based on the findings, the most significant assertiveness method for student-teachers from the perspective of professors were semantically reconstructed and then divided into three major categories including “belief in Islamic foundations and values”, “teacher’s professional development” and “application of modern technology”. In addition, from the perspective of the interviewees, in terms of assertiveness, student-teachers did neglect two major issues including “critical thinking” and “research-seeking spirit”.