INVESTIGATING THE INFLUENCE OF PROFESSOR AND APPRENTICE INTERACTION ON THE DEVELOPMENT OF APPRENTICE DESIGN VALUES AND ATTITUDES DURING THE ARCHITECTURAL EDUCATION PROCESS

Abstract

During the process of architectural education, apprentices master the views, attitudes, and perspectives they have acquired during their teaching and research as well as their theoretical and practical skills. In the meantime, the influence of the professor's views on apprentice attitudes seems obvious that can be traced by each teacher's thoughts, speech, and works of the apprentice. Despite much research into the transfer of teacher knowledge and skills to apprentice, studies on the influence of the teacher values and attitudes on the apprentice are scarce. This research seeks to examine the effective characteristics of the teacher and apprentice in the transmission and development of these values and attitudes and to increase the quality of transferring values and attitudes from professor to apprentice, by sticking to the above attributes and ultimately accelerating the design process of designers. In accordance with the qualitative approach of the present study, the grounded theory was chosen for analyzing information and presenting the final theory. Out of 670 interview codes, 120 initial concepts were identified and finally, the roles of professor and apprentice in six core categories were identified and formulated in two domains of individual and social factors. Data were collected using semi-structured interviews, observation, and field notes (during the interviews). Interview questions ranged from inclusive to exclusive and from general to specific aspects, and in half of the cases, the interviews were repeated two to four times to complete the data. This article is part of more comprehensive research findings that examine the process of transferring knowledge, abilities, and insights from professors to apprentices.