Competency Model of Counseling and Guidance Undergraduate Course at Teacher Training University: A Systematic Review

Document Type : Original Article

Authors

1 PhD Student in Curriculum Studies, Islamic Azad University, Torbat Heydariyeh Branch, Torbat, Iran

2 Associate Professor of Curriculum Studies, Islamic Azad University, Torbat Heydariyeh Branch, Torbat, Iran (Corresponding Author).

3 Assistant Professor of Curriculum Studies, Islamic Azad University, Torbat Heydariyeh Branch, Torbat, Iran

Abstract

The purpose of this study was to investigate the competency model of the undergraduate curriculum of Teacher Training University. The approach for the present study was qualitative and the method was a systematic review based on the model of Wright et al. (2007). The research community consisted of 326 articles on the competencies of consultants published in prestigious scientific journals between 2010 and 2022. The research corpus included 36 articles that were purposefully collected and selected based on thematic monitoring of data. The research data were collected from qualitative analysis of the studied documents. Based on the data analysis, consultants' competencies were classified into 3 dimensions and 20 factors.These dimensions included individual competencies (including personality traits, religious commitment, emotional intelligence, beauty, adaptability, perceptual skills, personal responsibility, motivation, communication skills), professional competencies (including factors Professional expertise, familiarity with professional plans, consulting process management, attention to professional development, professional organizational components, pedagogical knowledge management, professional commitment, professional ethics, skills and socio-cultural competencies (including factors; cultural insight and attention to social norms).

Keywords

References

 
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Journal of Curriculum Studies
Volume 18, Issue 71 - Serial Number 71
January 2024
Pages 155-204

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History

  • Receive Date: 07 November 2022
  • Revise Date: 05 April 2023
  • Accept Date: 05 May 2023

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