Analysis of Dimensions and Components of Teacher’s Professional Competence Using valid Scientific Sources and documents and Expert’s Opinions

The aim of this study was to investigate the dimensions and components of teachers' professional competence using valid scientific sources and documents and the opinion of experts.

The research method is qualitative, applied and exploratory. The statistical population of the study included all valid scientific sources and documents as well as experts and related experts. The sample size includes relevant and available resources and documents of the researcher and 15 specialists and experts in the field of educational sciences who were purposefully selected. Data collection tools included semi-structured in-depth interviews whose validity and reliability were assessed.

The research findings show that in the open coding stage 107 primary codes were extracted, in the coding stage 18 pivotal codes (components) in the form of 50 items and in the selective coding stage 50 items in the form of 18 components including learner cognition, self-knowledge, Expertise, Communication Knowledge, Organizational Knowledge, Teaching Skills, Communication Skills, Teamwork Skills, Technological Skills, Evaluation Skills, Creative Thinking Ability, Mental / Analytical Ability, Critical Thinking Ability, Leadership Ability, Lifelong Learning, Student Attitude Axis, teacher attitude, self-confidence and positive dissent, which are classified into 4 dimensions including professional knowledge, professional skills, professional abilities, and professional attitudes. Also, personal characteristics of teachers, personal characteristics, rules and regulations, curriculum, management, information technology were mentioned as factors affecting the professional competence of teachers. Regarding the infrastructure, contexts and facilitators of teacher professional development, 37 components were extracted. In addition, the results of continuous improvement and continuous learning were introduced as the consequences of teachers' professional competence and also 29 components as barriers to model implementation. Professional competence was raised.

The research findings can help curriculum planners, educational policy makers, especially specialists in the field of teacher training, as well as teachers, student teachers, new teachers and Article 28 trainees in improving their professional competencies.