Truth regimes and factors shaping power-knowledge relations in the discourse formulations of the teacher training from the establishment of Dar al-Funun to the establishment of Farhangian University.

The aim of the current research is to identify the regimes of truth and effective factors in the discourse formations that shape power-knowledge relations in the teacher training of Iran from the establishment of Dar al-Funun to Farahgian University. For this purpose, by using Foucault's genealogical method and its related hypothesis, it has been analyzed and examined the events in the historical developments of teacher education in Iran that have led to the formation of regimes of truth as the dominant discourse in teacher education. The findings show that in different periods, different discourses such as "educated Mullah", "literate teacher", "expert and literate teacher" and "expert nationalist teacher" as regimes of truth have shaped such discourses and these discourses with changes in the social and political context of the society and with the emergence of new needs, they have been changed and transformed. For example, with the advent of the Islamic revolution, the discourse of "Islamic and revolutionary teacher" is considered as a prominent discourse of truth in teacher education. With this analysis, it is acknowledged that with political and social changes in the course of historical developments of education and training, regimes of truth have replaced past regimes of truth and have led to the rejection or weakening of previous discourses in the teacher training system. Therefore, such a turn in the regimes of truth is caused by power and knowledge relations, which has led to such discourses.