Teacher training centers and their scientific-educational systems in Iran have undergone numerous developments and formations, driven by discursive logic. These formations, which began during the periods of the Academy of Sciences and the Constitution of Education, and continue to this day as Farhangian University, were not merely the result of linear historical evolution. Instead, they were shaped by incidental events and developments within the broader social history. This study aims to explain the approaches of the scientific communities within these centers, the ideal subjects they represented, and their epistemological systems, using a discourse analysis approach. To extract textual data and construct the narrative within each discourse, the theories of Paul Jay and Ruth Wodak were applied. The findings reveal that the teacher training system in Iran has been profoundly influenced by political-social relations. From the establishment of the Teachers’ Academy to Farhangian University, various scientific communities have emerged, such as educational, specialization-oriented, perfectionist, and idealistic communities. The subjects and epistemological systems of these communities have varied significantly, reflecting the dominant scientific paradigms of each period.