خلاصة:
The aim of the present research was to explain experts' views regarding the expected competencies of student teachers in the Farhangian University curriculum. To this end, using a qualitative approach and a grounded theory strategy, semi-structured interviews were conducted with 15 experts in the field of teacher education curriculum, who were identified through purposive sampling of the criterion type. The content validity of the interview questions was confirmed by specialists. Data were analyzed using MAXQDA qualitative analysis software version 2007 through three stages: open, axial, and selective coding. The research findings, in the form of a conceptual model, showed four main categories including: subject matter knowledge, pedagogical knowledge, pedagogical content knowledge, and general knowledge. Furthermore, the findings indicated that a competent teacher must be proficient in the necessary and sufficient specialized knowledge to lead and implement transformation in the field of education. They should be a wise teacher who possesses the ability for inquiry and research in identifying and solving problems, and acts as a social actor and educational mujtahid in the process of educating learners.
ملخص الجهاز:
To this end, using a qualitative approach and a grounded theory strategy, semi-structured interviews were conducted with 15 experts in the field of teacher education curriculum, who were identified through purposive sampling of the criterion case type.
Anjossilva role in developing teachers' knowledge and skills; in addition to proficiency in their specialized knowledge, teachers should possess the necessary competencies in teaching skills, the application of educational technology, and the determination of instructional strategies.
This competency consists of two main dimensions of specialized knowledge: 1- Subject matter knowledge or scientific achievements, which can be called science as a product; 2- Methodological knowledge or scientific methods, which can be considered science as a process (National Teacher Training Curriculum, 2014).
(Refer to the page image) Figure (2) Subcategories related to competencies oriented towards educational practice from the perspective of experts 2-1- Professional teaching skills: Interviewee (10) stated regarding "professional teaching skills": "A person might be a scientist in mathematics, physics, geography, or history, meaning they have sufficient information and sufficient knowledge, but they may not possess professional skills for teaching; meaning they do not know teaching methods, or do not understand evaluation well, group work with children, classroom management, encouragement and motivation of students, or student grouping.
The Transformation Document regarding approaches in the field of teaching-learning says: from surface learning to competency acquisition, from textbooks to a set of educational opportunities, from learning subjects to the process of achieving reflection, and from a focus on instruction to the development of thinking, research, and entrepreneurship skills.
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