Comparative study of teaching methods, teaching skills, and professional development in teacher training systems during specialized courses Azam motamedi

Background and Objectives :This study aims to examine and compare the teaching methods, instructional competencies, and professional development practices of teacher education students enrolled in specialized programs across four countries: Finland, Japan, Germany, and Iran. Methods :Drawing on credible sources, the research identifies both the challenges faced and the strategies adopted in each context concerning pedagogy, skill development, and professional growth.Findings :The findings reveal significant differences among the countries studied. In Finland, teacher education programs are grounded in participatory and collaborative models, with strong emphasis on sustained professional development. Japan prioritizes the refinement of instructional skills, ensuring that teacher candidates are well prepared for classroom practice. Germany places greater focus on long-term professional growth and teacher empowerment as a means to strengthen educational quality. In Iran, teacher preparation is shaped by a strong emphasis on practical experiences, skill-building, and ongoing training, which collectively support teachers in fulfilling their professional responsibilities effectively.Discussion and Conclusion :Based on these insights, the study proposes several recommendations to enhance Iran’s teacher education system. These include strengthening professional development opportunities, further advancing teaching skills, integrating educational technologies, fostering analytical thinking among students, adopting innovative pedagogical approaches, and improving collaboration between teachers and related institutions. Together, these measures can contribute to raising the overall quality of education in Iran.