Objective: The present study aimed to design an evaluation model for the practicum curriculum at Farhangian University, adopting a novel approach based on Howard Gardner’s theory of multiple intelligences.

Method: This research was conducted using a qualitative approach and a grounded theory strategy. Participants included 30 professors and experts in the field of curriculum planning and teacher education, selected through purposeful and theoretical sampling methods. Data were collected via semi-structured interviews and analyzed using three-stage coding (open, axial, and selective) with MAXQDA software.

Results: The analysis of qualitative data led to the design of a six-dimensional paradigmatic model. Causal conditions, such as the traditional evaluation system and deficiencies in support, explained the necessity for change. The central phenomenon of the model was identified as “multi-dimensional and process-oriented evaluation of student teachers’ mental competencies,” wherein Gardner’s five intelligences are mapped onto concrete teaching competencies: the Disciplined Mind (teaching skills), the Synthesizing Mind (linking theory and practice), the Creative Mind (problem-solving), the Respectful

Conclusions: This research, by presenting a native and integrated model, demonstrated that practicum evaluation, relying on Gardner’s five minds framework, can advance from superficial assessments to a deep exploration of the cognitive and ethical development process of future teachers.