Reviewing and analyzing the qualifications of the teaching profession from the perspective of a postmodern approach to provide a model

The present study aims to analyze the professional competencies of teachers from the perspective of postmodern approach in order to provide a model for the professional competencies of teachers. This research was carried out with a qualitative approach and using the process of transcendental analysis in two steps to describe and explain the necessary conditions. The research findings show that postmodernists consider teachers as transformational thinkers instead of placing teachers in a limited and inflexible framework of technical and professional competencies. In this study, the necessary competencies for the teaching profession were examined in three areas: competencies focused on awareness, competencies focused on ability and competencies focused on attitude. Based on Giro's views, the components of professional competence include critique of existing knowledge, creation of new forms of knowledge, deconstruction of texts, attention to the political dimension of teaching, lack of authoritarianism, democratic relations, interaction and cooperation with colleagues and respect for differences. Findings for the second question of the research show that Giro assigns roles to borderline teachers as: professional intellectual, transformational thinker, facilitator of learning process, teaching how to learn and cultural agent.