دانشجوی دکتری دانشگاه usm مالزی
عنوان مقاله [English]
The aim of this study was identifying the desired professional qualifications of Iran’s primary school trainee teachers and also answering the following questions:
What are the desired professional qualifications of Iran’s primary school trainee teachers?
What are the professional qualifications of Iran’s primary school trainee teachers according to authorities and instructors of trainee teacher centers’ views?
To answer these questions, the valid documents within Iran and valid internet sites related to this topic was searched and identified. Also, the status of three developed countries on this topic was investigated. Then, based on data, collected from the above mentioned scientific documents, the questionnaire related to teachers’ professional qualifications was developed. After determining its validity and reliability, it was distributed among 130 instructors of trainee teacher centers. Findings showed that:
Considering the fact that increasing the students’ performance depends on effective teacher training, lots of authorities brought up qualifying the teacher training curriculum as the general objective.
To achieve the above-mentioned goal, some qualifications have been considered for trainee teachers. To define these qualifications, authorities had consensus on two main strategies of balance and integration of theory and practice. Based on this belief and considering the studies on this topic, these qualifications have been classified in three main parts of cognitive and skill, affective and behavioural and management. In sum, all cases related to each of these qualifications has been confirmed in a level higher than average.
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