خلاصة:
This research was conducted with the aim of identifying the desired status of professional competencies of student teachers in the primary education period in Iran and to answer the following questions: 1. What are the desired professional competencies of student teachers in the primary education period in Iran? 2. What are the valid professional competencies of student teachers in the primary education period from the perspective of experts and professors of teacher training centers? In order to answer the questions regarding the desired status, valid domestic and foreign documents, records, and research reports were studied. Additionally, the status of three developed countries was examined. Then, according to the data obtained from documents, records, and scientific evidence, a questionnaire related to teaching professional competencies was prepared and, after determining its validity and reliability, was distributed among 130 professors of teacher training centers for validation. The findings show that: 1. Given the belief that increasing student performance is dependent on teacher training, many experts have proposed improving the quality of the teacher training curriculum as a general goal. 2. In order to achieve the goal of improving the quality of the teacher training curriculum, certain competencies and proficiencies have been considered for student-teachers. In defining these competencies, two main strategies, balance and integration between theory and practice, have been agreed upon by thinkers and experts. Based on this belief and considering the studies conducted in this field, these competencies were classified in an integrated manner into three sections: cognitive and skill-based competencies, attitudinal and behavioral competencies, and managerial competencies, and were divided into components. Overall, all items related to each of the competencies were approved at a level above the average.
ملخص الجهاز:
" Therefore, citing other studies conducted and various perspectives, he says: "Everyone agrees on this matter that preparing teachers plays an important role in developing their quality; therefore, teachers at every level and stage should be treated as professional specialists; and to ensure the quality of teacher training, indicators and standards should be considered from the beginning that emphasize both subject matter knowledge and teaching methods.
In this regard, the International Institute for Children's Education expresses that the quality of learning experiences in students is one of the important and strategic issues for the national future; therefore, primary school teachers must be equipped with knowledge, skills, values, and techniques to be successful in interacting with students, parents, colleagues, managers, social agencies, and others.
To succeed in the primary stage, student teachers in teacher training programs must, in addition to acquiring the necessary knowledge in the field of curriculum teaching, educational psychology, and child development, have opportunities for study, experimentation, and practical and clinical practice in various cultural environments.
Through the teacher training program, student teachers need opportunities to reflect and analyze their performance based on what they have directly received as input from the university, thinking through and evaluating it (same source) In this regard, the research results conducted by the Center for Educational Research and Innovation affiliated with the Organization for Economic Cooperation and Development in 1994 investigated the subject of teacher teaching quality in 11 countries: Australia, Austria, Finland, France, Italy, Japan, New Zealand, Norway, Sweden, England, and America.
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