a comparative study of the characteristics of a competent teacher from the point of view of saadi and vygotsky

The present study aims to comparatively investigate saadi and vygotsky’s perspectives on characteristics of competent teachers. for this purpose, qualitative comparative approach is used. the data, through searching in primary and secondary sources were collected using documentary method. theme analysis (open, selective and axial coding) was used to analyze the data about saadi. qualitative content analysis was employed to analyze the data about vygotsky. then, a comparison was made using bereday’s four-stage model. credibility and dependability methods are applied to validate the data. the findings indicate although these two thinkers are completely different in terms of time frame and cultural scientific backgrounds, training and learning are common aspects between them. however, there are fundamental differences between their perspectives on building an effective and appropriate relationship with learners, providing a rich learning environment, attention to individual differences, teaching reasoning, teaching different skills using different methods and believing in teacher’s role as a facilitator. it could be argued that saadi emphasized students’ education more, while vygotsky emphasized zone of proximal development and different evaluation methods in education. it is suggested that saadi and vygotsky’s perspectives be included in the content of educational courses for training competent teachers in the teacher education system of iran.