The Conceptual Model of the Expected Competencies of Teacher-Students in Farhangiyan University according to Experts

The purpose of this study is to explain experts’ points of view about the expected competencies of teacher- students in the curriculum of Farhangiyan University. To this end, using a qualitative approach and the discovery of grounded theory, with 15 people in the field of teacher training curriculum, which is based on purposive sampling of desirable cases, semi-structured interviews were conducted. Validity of interview questions was confirmed by experts. The analysis of the data, with qualitative analysis software MAX.Q.D.A 2007 has been made in three stages including open coding, axial and selection. Findings in form of a conceptual model, showed four main categories of competencies including: content knowledge, pedagogical knowledge, pedagogical content knowledge and general knowledge. Results showed that a competent teacher should be dominating on necessary and sufficient specialized knowledge to navigate and deploy developments in the field of education and must be rational so as to gain ability to conduct inquiry and research in resolving issues, and act as a social activist and a training master in the process of educating learners.