امین بیدختی، علیاکبر، پرداختچی، محمدحسن و علی یاری، سعادت. (1401). بررسی معیارهای صلاحیت حرفهای معلمان دوره ابتدایی (شهرستان پرند). پژوهش در نظامهای آموزشی، 15(56)، 34-47.
بابایی، مظهر. (1402). رویکردی پدیدارشناسانه به تجربه زیسته نومعلّمان. پژوهش در نظامهای آموزشی، 17(61)، 86-70.
جاویدان، لیدا، علی اسماعیلی، عبداله و شجاعی، علیاصغر. (1397). تدوین الگوی ویژگیها و شایستگیهای معلمی بر اساس اسناد بالادستی آموزشوپرورش. پژوهش در نظامهای آموزشی (ویژهنامه 12)، 1123-1136.
رضایت، غلامحسین، و صادقبیگی، منیژه. (2018). تدوین الگوی شایستگیهای دبیران دبیرستانهای دولتی ایران، نوآوریهای آموزشی، 17(65)، 75-104.
رضایت، غلامحســین. (1390) الگوی شایستگیهای رؤسای دانشــگاههای دولتی ایران، پایاننامه منتشرنشده دکترا. دانشکده علوم تربیتی و روانشناسی. دانشگاه شهید بهشتی تهران
شورای عالی آموزشوپرورش. (1390). سند تحول بنیادین آموزشوپرورش. تهران: شورای عالی انقلاب فرهنگی.
صالحی، منیره، و صحرایی سرمزده، فاطمه. (1401). آزمون علی تعهد حرفهای معلمان بر اساس خودکارآمدی با میانجیگری انگیزشی معلمی. پژوهشهای رهبری آموزشی، 6(21)، 39-58. https://doi.org/10.22054/jrlat.2022.63007.1594
صدری، عباس، زاهدی، انسیه، و شفیعی، فاطمه صغری. (1396). حلقهی مفقوده نظام تربیتمعلم برای تحقق شایستگیهای حرفهای دانشجو-معلمان: کارورزی و کارآموزی با رویکرد استاد-شاگردی نوین.
مطالعات سیاستگذاری تربیتمعلم (پژوهش در تربیتمعلم)، 1(1)، 75-9.
https://sid.ir/paper/269466/fa
طالبی، اکرم، خورسندی طاسکوه، علی، و غیاثی ندوشن، سعید. (1402). تحلیل انتقادی سیاستهای توانمندسازی معلمان. پژوهشهای رهبری آموزشی، 7(26)، 135-104. https://doi.org 10.22054/JRLAT.2024.70737.1626
کرمی، مرتضی و مؤمنی مهموئی، حسین. (1390). بازار کار جهانی و تأثیر آن بر طراحی برنامه درسی. فصلنامه مطالعات برنامه درسی ایران، 6 (21)، 100-67.
میرشجاعیان حسینی، سیده شیما، ناصری، نازیا سادات، و فریبرزی، الهام. (1397). بررسی رابطه سبکهای تفکر و خودبالندگی با شایستگی مدیران آموزشی در مدارس ابتدایی منطقه تبادکان مشهد. پژوهشهای رهبری آموزشی، 4(15)، 121-148. https://doi.org/10.22054/jrlat.2019.42944.1462
هاشمی، سیده پردیس، و شیربگی، ناصر. (1403). کاربرد نظریه دادهبنیاد جهت ارائه مدل رهبری اثربخش معلمان فاقد صلاحیت در مدارس ابتدایی. پژوهشهای رهبری آموزشی، 8(30)، 6-48. doi: 10.22054/jrlat.2024.78905.1737
Āboltiņa, L., Lāma, G., Sarva, E., Kaļķe, B., Āboliņa, A., Daniela, L., ... & Bernande, M. (2024, January). Challenges and opportunities for the development of future teachers’ professional competence in Latvia. In Frontiers in Education (Vol. 8, p. 1307387). Frontiers.
Amin Bidkhoui, Ali Akbar Pardakhtchi, and Ali Yari Saadat. (2022). Investigating the professional competence criteria of elementary school teachers (in Parand County). Research in Educational Systems, 34-47 (56)16. [in Persian]
Babaei, M. (2023). A phenomenological approach to the lived experience of novice teachers. Research in Educational Systems, 17(61), 86-70. [in Persian]
Bobrakov, S. (2014). Student Teachers Perceptions of Theory and Practice Integration through Action Research. International Journal of Learning, Teaching and Educational Research, 8(1).
Borg, S. (2018). Teacher Cognition and Language Education. Continuum, 2006. Vo, Kim Anh Thi, et al. “Teaching Practicum of an English Teacher Education Program in Vietnam: From Expectations to Reality.” Journal of Nusantara Studies, 3(2), pp. 32-40
Borger, H., & H. Tillema. (1996). Flexible Knowledge Acquisition: Learning to Use Knowledge in Student Teaching. Journal of Professional Studies, 3(2), 25-34.
Christensen, D. (1996). The professional knowledge-research base for teacher education”. In: J. SIKULA, TH.J. BATTERY & E. GUYTON (Eds.). Handbook of Research on Teacher Education (pp. 38-52). New York: Prentice Hall.
Collinson, V., Kozina, E., Kate Lin, Y. H., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: A world of change. European journal of teacher education, 32(1), 3-19.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
Debreli, E. (2012). Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate pre-service teacher training program. Procedia-Social and Behavioral Sciences, 46, 367-373.
Eginli, I., & Solhi, M. (2021). The Impact of Practicum on Pre-Service EFL Teachers' Self-Efficacy Beliefs: First Step into Professionalism. Shanlax International Journal of Education, 9(4), 223-235
European Commission (2010). Teachers’ Professional Development: Europe in international comparison, a secondary analysis based on the TALIS dataset. Ed.: JaapScheerens. Luxembourg.
Farrell, T. S. (2008). Here's the book, go teach the class' ELT practicum support. RELC Journal, 39(2), 226-241.
Goodnough, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and teacher education, 25(2), 285-296.
Guyton, E., & Dangel, J. R. (Eds.). (2004). Research linking teacher preparation and student performance (Vol. 12). R&L Education.
Hashemi, P., & Shirbagi, N. (2024). Effective Leadership Model for Unqualified Teachers in Primary Schools: an Application of the Grounded Theory.
Educational Leadership Research, 8(30), 6-48.
https://doi.org/10.22054/jrlat.2024.78905.1737
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
Hong, J. C., Horng, J. S., Lin, C. L., & ChanLin, L. J. (2008). Competency disparity between pre-service teacher education and in-service teaching requirements in Taiwan. International Journal of Educational Development, 28(1), 4-20
Imig, D. & Switzer, T. (1996). Changing teacher education programs, restructuring collegiate-based teacher education. In: J. SIKULA, TH.J.
Javidan, L., Ali Esmaeili, A., & Asghar Shojai, A. (2018). Developing a model for teacher characteristics and competencies based on higher-level education documents research in Educational Systems, Special Issue 12, 1123-1136. [in Persian]
Karami, M., & Momeni Mohammui, H. (1390). The Global Job Market and Its Impact on Curriculum Design. Iranian Curriculum Studies Quarterly, 6(21), 100-67. [in Persian]
Kehoe, K. F., & McGinty, A. S. (2024). Exploring teachers' reading knowledge, beliefs and instructional practice. Journal of Research in Reading, 47(1), 63-82.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness? International Journal of Humanities and Social Science, 1(21), 66-78.
Mallarangan, A. D. D., Rahman, A., Nur, S., Lathifah, Z. K., & Lubis, F. M. (2024). Analysis of the influence of continuous training development and education on professional competence of teachers in public schools. Journal on Education, 6(2), 13449-13456.
http://jonedu.org/index.php/joe
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.
Mirshojaeian Hosseini, S. S., Naseri, N. S., & Fariborzi, E. (2018). Investigating the relationship between thinking styles and self-actualization with educational managers' competence in primary schools of Tabadkan region, Mashhad. Educational Leadership Research, 4(15), 5-5. doi: 10.22054/jrlat.2019.42944.1462
Nessa, K., Akter, S., Faruk, M. G., & Raihan, M. F. (2024). Teaching competence and academic achievement on higher secondary students in Satkhira District.
International Journal of Research and Innovation in Social Science,
VIII(IIIS), 446–456.
https://doi.org/10.47772/ijriss.2024.803030s
Nessipbayeva, O. (2012). The Competencies of the Modern Teacher. Bulgarian Comparative Education Society. (Eric).
Rahayu, S., Ulfatin, N., Wiyono, B. B., Imron, A., & Wajdi, M. B. N. (2018). The professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security. Journal of Social Studies Education Research, 9(2), 210-227.
Rezaai, P. D. (2019). Teachers’ professional competencies: Past, present, and future. Quarterly Journal of Education, 35(2), 129-150.
Rezaei, G., & Sadeghbeygi, M. (2018). Developing a model for the competencies of high school teachers in Iranian public schools. Educational Innovations, 65(17), 75-104. [in Persian]
Rezayat, G. H. (1390). A Model of Competencies for Heads of Iranian State Universities (Unpublished Doctoral Dissertation). Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran. [in Persian]
Rezayat, G. H., & Sadeghbigi, M. (2018). Developing a Model for Competencies of High School Teachers in Iranian Public Schools. Innovations in Education, 65(17), 75-104.
Salahi, M., & Sahraei Sarmadeh, F. (2022). Examining the effect of professional commitment of teachers based on self-efficacy with the mediation of teaching motivation. Educational Leadership Research, 6(21), 39-58. doi: 10.22054/jrlat.2022.63007.1594. [in Persian]
Sedari, A., Zahedi, A., & Shafiei, F. S. (2017). The Missing Link in the Teacher Education System for Achieving Student-Teacher Professional Competencies: Internship and Apprenticeship with a Novel Master-Apprentice Approach. Studies in Teacher Education Policy (Research in Teacher Education), 1(1), 75-99. SID. Link4. [in Persian]
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Supreme Council of Education and Training. (2011). Fundamental Transformation Document for Education and Training. Tehran: Supreme Council of Cultural Revolution. [in Persian]
UNESCO (1990). Education for the Future, Regional meeting in Bangkok, Educational Research of the Ministry of Education. The Australian Educational Researcher, 37(1).
UNESCO Bangkok. Asia and Pacific Regional Bureau for Education. (2015). 2013 Asia-Pacific Education Research Institutes Network (ERI-Net) regional study on transversal competencies in education policy and practice (phase 1): regional synthesis report.