This study investigated how several pre-service EFL teachers in an undergraduate programme engaged in a series of collegial discussions after their Student teaching Experiences over the third year of the programme and how the collegial interactions nurtured their professional development. The individual interviews and group discussions were audio-recorded and transcribed in verbatim. The findings indicated that the active participation of the participant teachers in collegial discussions following their Student teaching Experiences facilitated learning in a collaborative learning community. The participants shared their personal practical Experiences, scaffolded their peers and developed their professional knowledge in several aspects. Their awareness of pedagogical challenges was raised and they addressed their learners' needs and learning strategies in real classroom settings more effectively. The collegial interactions focused on the transfer of theories learned from the disciplinary textbooks to the pedagogical realities of the EFL educational settings. The engagement of the Student teachers in collegial discussions made them reconsider their pedagogical beliefs and practices.

Background & Aim: Clinical practice is an important part of the educational curriculum of nursing Students. Effective and dynamic interactions among the Students, health care providers, instructors, and the clinical environment and its elements affect their professional development. The aim of this report as a part of a more extensive research is describing the negative Experiences of nursing Students in the clinical environment.Material & Methods: It was a qualitative study. Data was collected by purposeful sampling from two new graduated staff nurses and 12 undergraduate nursing Students in two large nursing and midwifery schools through in-depth semi-structured individual interviews during their clinical placements and after graduation. The data was analyzed using the Strauss and Corbin version (1998) of grounded theory method.Results: Vertical violence was emerged as one of the significant findings of the study. Its manifestations included humiliation, blaming, not being accepted, exploitation, discrimination, bullying, limited learning opportunities and lack of support in the clinical environment. The main origin of these behaviors was mostly nurses and clinical instructors.Conclusion: The findings revealed the non-supportive climate of clinical settings. Nursing Students were vulnerable during learning in the clinical setting. Identification and proper management of the issues and challenges faced by nursing Students in the clinical environment can provide a welcoming climate for younger colleagues of the profession.

Background and Objectives: In Iran, marriage is considered as one of the social and cultural issues of contemporary time, because problems, bottlenecks, and barriers in the way of young people, especially Student population, have increased over the recent years. Therefore, understanding the experience of Student marriage is required to provide appropriate information for discovering and investigating relevant and acceptable interventions. The present study aimed to explain the lived Experiences of Student marriage. Methods: In this qualitative study with hermeneutic phenomenological approach, 12 Students of Qom University of Medical Sciences, were selected for participation in the study using purposive sampling. Data were collected through deep semi-structured interviews, and then were analyzed by Diekelmann method (1989). Results: After analysis of the data, the main theme appeared with 3 sub-themes. The main themes was “ self-flourishing in the face of challenges", which consisted of sub-themes of evolution, stability, support, and challenges ahead. Conclusion: According to the results of this study, marriage affects all aspects of Student life and changes their lives. Student marriage is associated with challenges that prepare the ground for evolution. Marriage leads to self-flourishing in the Students, which makes their lives meaningful and prepares the ground for progress in the path of life.

2Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived Experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.

The concept of globalization and intercultural issues has become so important in today's world that the issue of teacher education is no exception. In this regard, teacher training universities around the world have also turned to international internships. Therefore, this article has been done with the aim of reviewing the published articles in the field of international internship in foreign countries in a review manner. Articles published in Google Scholar, Web of Science, Scopus, PabMed, Science Direct, Emerald, Eric databases were searched using the keywords: Overseas Internship, International Internship, Teacher Training Internship, Student Teacher, Professional Development, Teacher Training. All published articles from 2016 to 2022 were reviewed and analyzed, of which 20 were selected and analyzed. Findings showed that 20% of the articles had an impact of international internships on intercultural competencies, 19% on professional development, 17% on personal growth, 17% on teaching competencies, 8% on language skills, 7% on self-reflection. And 10% of countries spent their internships internationally with interns from different countries, 20% spent internships with the host country, and the remaining 70% of Students in one country spent their internships in host schools. As a result, due to the effectiveness of international internships, it is recommended to pay attention to Farhangian University as well.