Abstract
<p class="apa">The roles of teachers and schools are changing, and so are expectations about them. Teachers must educate in progressively multicultural classrooms, coordinate students with particular needs, utilize ICT for teaching viably, engage in evaluation and accountability processes, and involve parents in schools. In such, this study aimed to identify and introduce ideal teacher competences in the Islamic Republic of Iran based on the revolutionary documentations of its education and pedagogical system. To do so, 544 pages of the texts of these documentations were meticulously studied and analyzed by qualitative content analysis using the inductive method in creating categories. Then, 138 items representing ideal teacher competences in the Islamic Republic of Iran were extracted and categorized. The results of the research showed 5 main domains of competences—including knowledge, skill, attitude, action, and ethics—as well as their sub-qualifications and related components. This analysis facilitates codification of special criteria for recruiting efficient and effective personnel; planning, predicting and designing a curriculum based on teacher competences; and attracting the attention of experts and macro curriculum planners of universities responsible for teacher training.</p>
Highlights
Education quality is a central theme in education systems, and various studies have been directed toward seeing how quality in training is accomplished. Grauwe and Varghese (2000) concentrate on the reading material as the key component for enhancing quality; yet in a percentage of the literature, teacher competence is singled out as the key element (Westera, 2001; Medley & Shannon, 1994; Shulman, 1986)
Considering the role of teachers in schools, as major factors in the educational system, their ability and competence has a direct impact on the performance of formal education, and the competence of teachers is one of the most important issues in their career
To avoid wasting energy, forces, capital, and scientific development in the country—and for displaying optimum and favorable situations in teacher education system—it is better to recognize and identify required qualifications and competencies; provide a model of these competencies to teachers; consider criteria for the selection of qualified individuals; and select these criteria in such a way that they are measurable in education
Summary
Education quality is a central theme in education systems, and various studies have been directed toward seeing how quality in training is accomplished. Grauwe and Varghese (2000) concentrate on the reading material as the key component for enhancing quality; yet in a percentage of the literature, teacher competence is singled out as the key element (Westera, 2001; Medley & Shannon, 1994; Shulman, 1986). Other studies highlight the significance of the relationship between teacher competence and student performance, especially in a circumstance where numerous elements contribute to the insufficient performance of students (Kulshrestha & Pandey, 2013). A competence has been defined as ‘a complex combination of knowledge, skills, understanding, values, attitudes and desire, causing effective and embodied actions, in a particular scope (Crick, 2008). According to this description, competence is obviously distinct from skill, which is the ability to do complicated acts with precision, adaptability and lack of difficulty. From an operational point of view, competence seems to cover a broad range of higher-order skills and behaviors that represent the ability to deal with complex and unpredictable situations; this includes knowledge, skills, attitudes, metacognition, strategic thinking, and conscious and intentional decision making ies.ccsenet.org
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