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.
کلید واژگان :
Keywords: teacher competence, ideal teacher in Islamic Republic of Iran, revolutionary documentations, education and pedagogical system
