Designing a model of teacher competencies in accordance with global characteristics and validating it from the viewpoint of educational experts and exemplary teachers of schools in Tehran

The purpose of this study is to design a model of teacher competency in accordance with global characteristics and validate it from the viewpoint of educational experts and exemplary teachers. The research method is exploratory mixed method and the statistical population of this study is 167 experts of educational sciences and experts teachers of the city of Tehran in the academic year of 1395-96 and the sample is 114 people. 80 of them were exemplary teachers and 34 were experts in educational sciences. They were selected by stratified random sampling method. In this research, a researcher-made questionnaire was used that was designed using qualitative content analysis method which confirmed the factual and content validity of the questionnaire was used. The reliability of the questionnaire after the preliminary implementation was calculated by calculating the Cronbach's Alpha coefficient of 0.98. The findings of the research show that professional competencies in five dimensions include professional knowledge (including pedagogy, communication, organizational expertise and wisdom), professional skills (including teaching skills, communication, teamwork, technology and evaluation), professional skills (Includes creative thinking capabilities, critical thinking, problem solving, mental / analytic, leadership), professional attitudes (including lifelong learning, teacher's attitude, self / positive change, progression, democracy, student-centered) and career characteristics It includes ethical, behavioral, emotional, and communication features. Chi square test showed that in all of these components, observed and expected values were significantly different. Finally, the knowledge of communicating, specialized knowledge and knowledge of self-knowledge was most important from the point of view of educators and sample teachers.