Document Type : research paper
Authors
1
Assistant Professor, Department of Educational Administration, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2
Assistant Professor, Department of Islamic Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
10.48310/tpd.2025.18092.1828
Abstract
Objective: The main objective of the present study was to analyze the desirable components and indicators of future teacher education to achieve the scientific-technological field. Methods: For this purpose, a qualitative approach and grounded theory method were used. The scope of the study was divided into two main groups, the first group: optimal exploration and review of the research background, including all available articles, magazines, and books related to future schools and future teacher education methods based on the scientific and technological field. The second group: included specialists and experts in the field of education, faculty members of Farhangian University, school administrators, and teachers. The sampling method in the first part was selected in accordance with the purpose of the research from the sources available in theses, research plans, and articles available in existing databases such as Magiran, ERIC, ProQues, Scopus, Springer, Irandoc, and Science Direct. In the second part, 18 people were selected based on purposive and snowball method. The sample individuals were those who had sufficient experience in the field of education and future schools. Data analysis was carried out in the first part using the quasi-system method and in the second part, using the grounded theory, model of Charmaz & Brayant (2010), and a paradigmatic research model was obtained. Findings: The results of the study showed that the most important causal factors include teachers' scientific capital and its strengthening, scientific goal setting with strong motivation, up-to-date technology development, research-oriented culture, scientific infrastructure, creative capital, technology culture and foresight, entrepreneurial attitude in schools, and supervision and evaluation of courses. Conclusion: This research shows that for training teachers in order to achieve the scientific-technological field, a comprehensive and all-round approach is needed that includes individual, organizational, and social factors. It is recommended that the results of this research be considered in the design of teacher training programs and educational policies.
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