Document Type : Original Article
Authors
1
Department of Psychology and Counseling, Farhangian University of Tehran, Iran.
2
Department of Educational Sciences, Farhangian University, Tehran, Iran
Abstract
Background and Objectives: Learning in the elementary school, which plays an important role in the formation of cognitive, social, and emotional skills, is influenced by the complex interaction of various factors. The main aim of this study was to identify the factors affecting learning through the analysis of narratives produced by student teachers. Methods: This qualitative study was conducted using the narrative research methodology of Richardson (1990), which posits that individuals reconstruct and interpret social realities through their own narratives (such as personal stories, memoirs, or everyday conversations). Data were collected over one academic semester (16 weeks) in an elementary school in Yasuj through participant observation, resulting in 40 reflective daily journal entries written by the student-teacher. The data were analyzed using thematic analysis, involving open, axial, and selective coding. Findings: During open coding, 62 initial codes were extracted. In the axial coding phase, these codes were categorized into 7 main themes: Physical Setting and Facilities, School Safety and Health, Students' Emotional and Behavioral Characteristics, Educational Tools and Technology, Teacher's Instructional Methods, Classroom Management and Control, and Socio-Emotional Interactions. Ultimately, selective coding, aligned with these categories and their integration, formed the core theme of 'Factors Influencing Elementary Students' Learning.'. Conclusion: The findings indicate that improving these factors in the design of learning environments and teacher training programs, particularly in the practicum component, plays a decisive role in enhancing the quality of elementary education.
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