Similarities and Differences between the Teacher Education Systems of Iran and Finland

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Professor, Department of Arabic Language and Literature, University of Tehran, Tehran, Iran

3 Assistant Professor, Department of English, Farhangian University, Tehran, Iran

Abstract

In this study, the similarities and differences between the teacher education system of Iran and Finland were compared and using a comparative method, the differences and similarities of teacher education between the two countries were examined. The information needed to answer the questions has been collected through the official website of specialized collections, library resources and authoritative articles in both countries. Using the model and the framework proposed by Ezazi et al. (2015) based on the three axes of the comprehensive teacher education program, social models and economic models, the structure of teacher education in the two countries in five sections, initial policy (objectives), teacher education curriculum content (content), The executive process of teacher training (teacher training process), monitoring and evaluation of teacher education programs (feedback) and the social and professional status of teacher education teachers were compared. The results showed that despite the apparent similarities, there is a fundamental difference between the five dimensions of teacher training in Iran and Finland. At the end, suggestions and solutions to improve the situation of teacher education in our country were presented.

Keywords

References

Bereday, G. (1964). Comparative methods in education. Education, 5(4), 591-599.
Chen, J., Brown, G. T. L., Hatti, J.A.C., & Millward, P. (2012) Teachers perceptions of excellent teaching and its relationships to self-reported teaching practices. Teaching and Teacher Education, 28, 936-947.
Cobb, V. (1999). An international comparison of teacher education، Eric Digest، Eric Clearinghouse on Teaching and Teacher Education Washington DC.
Collinson, V., & Yumiko, O. (2001). The professional development of teachers in the united States and Japan. European Journal of Teacher Education, 24(2), 223-248.
Lin, M. J. (2011). Womens Aspirations for graduate education in Taiwan. International Journal of Educational Development, 31, 515-523.
Malinen, O. P., Väisänen, P., & Savolainen, H. (2012). Teacher education in Finland: A review of a national effort for preparing teachers for the future. The Curriculum Journal, 23(4), 567–588.
Richter, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2013). What makes professional development effective? Results from a national sample of teachers. American Educational Research, 38(4), 915-945.
Sahlberg, P. (2013). Teachers as leaders in Finland. Educational Leadership, 71)2,( Subedi, B. S. (2009). Emerging trends of research on transfer of learning.
Tarhan, H., Karaman, A., Lauri, K., & Aerila, J. (2019). Understanding teacher evaluation in Finland: A professional development framework. Australian Journal of Teacher Education, 44(4), 32-50.
Villegas, E., & Reimers, F. (2000). The professional development of teachers as lifelong learning: models،practices and factors that influence it. The Board on International Comparative Studies in Education of the National Research Council, Washington D.C.
 
 
 

Files

History

  • Receive Date: 27 July 2022
  • Revise Date: 03 December 2022
  • Accept Date: 05 December 2022

Share

How to cite

Statistics