training model for iranian physical education teachers based on multi-grounded theory

This research aimed to develop a teacher training model for pe teachers. this qualitative and applied study employed a multi-grounded approach, conducted in two phases. in the theory generation phase, semi-structured interviews were conducted with 20 experts, professors, and specialists in the fields of psychology, education, and pe, as well as administrators, teachers, and educational group leaders for the pe subject. data analysis involved inductive coding, conceptual refinement, pattern coding, and theoretical abstraction. the overt contextualization phase evaluated the generated theory by comparing it with relevant models and theories. to enhance validity, multiple methods (interviews, content analysis), diverse data sources, and review by two coders were utilized. data was analyzed using maxqda software. the results yielded 7 main categories, 20 subcategories, and 87 concepts. key categories essential for pe teacher training include teaching-learning competencies, technological competencies, structural-legal competencies, research literacy, specialized pe competencies, professional qualifications, and cultural development. it is suggested that relevant authorities utilize the derived model to address the educational needs of pe teachers, thereby enhancing their capabilities nationwide.