Persian Language Teachers’ Competencies: Developing a Model based on Experts’ Perceptions

Document Type : Research Paper

Authors

1 Departments of English Language and Literature and Linguisticsو Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran

2 Department of Educational Administration and Planning, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran

3 Department of Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran

Abstract

This study was carried out to extract the behavioral and professional competencies of teachers of Persian to speakers of other languages. Given the fact that no competency model was available in the literature, the study was planned to shed light on Persian language teachers’ competencies and provide a model based on experts’ perceptions. The participants consisted of ten university faculty members specializing in second language education and 15 experienced teachers of Persian who were all selected based on purposive sampling. The data were collected through semi-structured interviews conducted by the researcher. The interviews were transcribed, coded, and analyzed thematically. Following the analysis, professional and behavioral competencies were identified. Behavioral competencies were classified into three broad categories: ethical and behavioral characteristics, communication skills, and personal and professional management. Professional competencies were categorized into five main classes: theoretical knowledge of language teaching, instructional knowledge and skills, knowledge of international standards of teaching and assessment, educational design skills, and cultural and intercultural awareness. Each of these categories comprised a range of subcategories and related concepts. The findings provide a scientific and practical foundation for designing teacher education programs, evaluating teacher performance, and updating educational standards in the field of Persian language teaching. In addition, since the model is founded upon both theoretical perspectives as well as the practical experience of scholars and instructors, its findings are in close harmony with the real needs of Persian language classrooms. The findings have implications for teacher educators, researchers, and policy-makers.

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History

  • Receive Date: 26 September 2025
  • Revise Date: 12 October 2025
  • Accept Date: 30 October 2025

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