Comparative Comparison of Competency Components of Teacher Entry Candidates in Iran, USA and UK

Document Type : Research Paper

Authors

1 Department of Educational Sciences, Farhangian University, Shahrekord, Iran

2 Professor, urmia university, Faculty of literature and Humanities

Abstract

The purpose of this study is a comparative study of the competency components of teacher entry candidates in Iran and the United States and the United Kingdom. This research is in the field of qualitative studies and content analysis method. George Brody's comparative method was used for comparative analysis. Research data were collected through book study and document review with the help of MAXQDApro12 software. The research population included texts and articles from Iran and countries that took measures to identify the qualifications of candidates for teacher training. Iran and the United Kingdom and the United States were selected as the target sample. A total of 40 basic themes, 4 main organizing themes and 16 sub-organizing themes were identified for the comprehensive theme of teacher competency. The components of the United Kingdom are 23, the United States is 22 and the Islamic Republic of Iran is 33. The research findings showed that there are relatively similar similarities between the eligibility components of teacher training candidates in Iran and the studied countries. Also, using Boolean algebra, 27 valuable components were proposed for the qualification of candidates for teacher training. As a result, the competence of the candidates to enter the teacher training, including four main categories of organizing themes under the title: 1- Characteristics of socialization 2- The level of readiness to enter the teacher training 3- Personality and psychological characteristics 4- Developmental characteristics were identified. Using Holst method, the reliability of this step is 94

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