The Impact of Professional Internship on Teacher Professional Development

Introduction: Teacher internships began in the United States in 1900 and they include work-based teaching experiences. Programs with titles from school to work, in search of work, teaching new teaching methods, and etc., are considered as the best methods of in-service training by a teacher. The aim of this study was to investigate the impact of professional internship on the professional development of teachers. Methods: This review article was performed through library study (documentary) to the desired information to access the required data. Data were analyzed and categorized by content analysis method. Results: Based on the findings of the present study, internship in teacher training faces four major challenges. The positive points and internship developer and the negative points and barriers of internship were drawn in 12 separate categories. Finally the conceptual model of organizational competencies and behaviors acquired during the internship. Conclusion: According to the findings of the study, a culture of continuous internship in the professional life of teachers is necessary at any stage. Teachers can be prepared to face the job and organizational expectations through teacher internship. Therefore, it is recommended that educational officials pay more attention to this issue.