Abstract:

With respect to the increasing local and global demands for qualified teachers throughout the world, there are expected from teacher training centers to establish quality indicators and standards, to ensure the quality of future teachers. Essentially the effective teachers are developed in institutions where professional programs are consistent with state/national/global standards and there are connections across curriculum, instruction, and field/clinical experiences; inquiry, reflection, research, and assessment result in continuing professional growth and development; commitment to professional and school/community engagement is modeled and supported by everyone participating in the program; individual differences and diversity are valued; and emphasis is placed upon lifelong learning and growth in professional development.
The purpose of this article was factoring and modeling of quality indicators for a teacher training system in Iran. The research type was survey method. The populations units were the elite's teacher training system of Iran. The sample was selected by purposive sampling. The Data were collected through a questionnaire based on Delphi method and semi structured interview. The data analyzed based on Interpretive Structural Modeling (Adjacent Matrix, Structural Self-interaction Matrix and Reachability Matrix). Finally the result factored 18 quality indicators, and the factor's relationships modeled to design a Teacher Training System.

Keywords:

Modeling, Quality Indicators, Teacher Training System.