Explaining Ideal Teacher Competences in the Islamic Republic of Iran—Based on the Revolutionary Documentations of Its Education and Pedagogical System

  •  Pooran Khorooshi    
  •  Ahmad Isfahany    
  •  Sayed Mirshahjafari    
  •  Nematollah Mosapour    


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.

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