Designing a Future Teacher Training Model in the Iranian educational system: based on the grounded theory

Keeping up with future developments and making positive changes in keeping with it is one of the major goals of educational systems including teacher training centers. The main purpose of this study was to design a paradigmatic and conceptual models for future teacher training in the Iranian educational system.

This research is a qualitative research based on the grounded theory. The statistical population includes faculty members, teachers and experts in the field of teacher training whose method of selection was purposeful and snowball type. In total, 31 individuals were interviewed, including 10 teachers, 12 faculty members and 9 experts.

Data were analyzed through semi-structured interviews during three stages of open, axial and selective coding which was done in the form of a paradigmatic model and a conceptual model. Causal conditions (explicit and implicit expectations), focal category (human resources, interactions in effective learning, Future-based curriculum), strategy (individual, participatory, educational), contextual factors (optimal timing and Thoughtful content, Extended evaluation system), confounding conditions (organizational and psychological dimensions) outcomes (Educational, organizational and evaluation competence).

The model obtained, the process of innovation, and useful changes in current teacher training and future teacher training reflection. To obtain validity of data, two methods of participant review and review of non-participating experts were used. At the end, based on the findings and results, guidelines for model implementation and excellence of future teacher training centers are presented.