Document Type : Original Article
Authors
1
Assistant Professor, Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran.
2
Ph. D. student in Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran.
3
Associate Professor, Clinical Psychology, Department of Educational and Psychology Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran.
10.48310/jcdr.2026.21376.1252
Abstract
Background and Objectives: The aim of the present research is to identify the requirements and foundational competencies for the implementation of the teacher competency courses. Methods: This research utilized a qualitative research method and employed grounded theory, where concepts and categories were extracted through open, axial, and selective coding after conducting interviews with students and university instructors. Findings: The findings indicate that in designing the framework for the development of professional competencies, four main categories were established as requirements and foundational competencies. The first category is laws and regulations with 9 concepts, the second category is the effectiveness of instructors with 5 concepts, the third category is resources and facilities with 6 concepts, and the fourth category is the teaching and learning process with 3 concepts. These categories were presented as the causes for the development of professional competencies in the university. Conclusion: Based on the research findings, focusing on four main factors, as well as the barriers and facilitators, and the proper implementation of the professional competency process can cultivate capable human resources and teachers, which can serve as a starting point for change and transformation in the educational system and vocational schools across the country.
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