Analyzing the professional qualifications and teaching competencies of student teachers in theology education at Farhangian University

Document Type : Original Article

Authors

1 Assistant Professor, Department of Theological Education

2 Assistant Professor of Educational Sciences at Farhangian University

3 Bachelor of Education student, Farhangian University, Gorgan, Iran.

Abstract

Background and Objectives: This study aimed to investigate the teaching qualifications and competencies of student teachers in theology education at the undergraduate level at Farhangian University. Given the importance of preparing professional educators, the research focused on identifying core components of effective teacher training in religious education. Methods: The study adopted a qualitative approach using grounded theory, specifically Strauss and Corbin’s method. Data were collected through semi-structured interviews with 13 participants, including academic experts, executive practitioners, and knowledgeable elites. The participants were selected purposively and through snowball sampling until theoretical saturation was reached. Findings: Data analysis followed three coding stages—open, axial, and selective—leading to the development of a paradigmatic model. This model outlines essential areas of competency, including enhancement of specialized and cognitive abilities, self-acceptance, emotional awareness, problem-solving skills, multiple literacy development, formation of professional identity, teaching skill advancement, personality and psychological traits, reinforcement of value-based and spiritual aspects, communication and technical-professional skills, and effective conflict management in educational environments. To ensure research trustworthiness, Lincoln and Guba’s criteria—credibility, transferability, dependability, and confirmability—were applied. Conclusion: Farhangian University holds strong potential in enhancing the professional qualifications of its student teachers. Based on the findings, actionable recommendations are proposed, including optimizing existing resources and establishing Education Development Centers on each campus to support structured competency-based training for theology education.

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