Objective: Teaching practicum, as the core of teacher education, faces structural and operational challenges. This study aimed to identify these challenges and to develop a context-based model for improving practicum quality at Farhangian University (the PICS model).
Method: This qualitative study used inductive thematic analysis. Fifteen participants (university instructors, mentor teachers, and student teachers) were selected via purposive sampling with maximum variation. Data were collected through semi-structured interviews and analyzed following Braun and Clarke’s (2006) six-phase framework. Trustworthiness was ensured using Lincoln and Guba’s (1985) criteria, member checking, and peer debriefing.
Results: Twelve subthemes and four main themes emerged: lack of flexible/realistic planning, weak structured Inspection and professional interaction, inadequate educational/technological infrastructure, and absence of a valid multi-level assessment system. Inductively, these challenges were transformed into four components Planning, Inspection, Infrastructure, and Comprehensive Assessment forming the PICS model. Each component is grounded in Kolb’s experiential learning, Schön’s reflective practice, Shulman’s pedagogical content knowledge, and Wenger’s communities of practice.
Conclusions: The PICS model, by integrating flexible planning, mentoring-based inspection, enriched infrastructure, and multi-level assessment, offers a context-sensitive framework for practicum enhancement. Its effectiveness, however, requires further field validation.