A comparative study of the components of the professional development of student teachers in the internship course of teacher training in Iran with the countries of America, Turkey and Saudi Arabi

Background and Aim: The present study aims to conduct a comparative analysis of the components of the professional development pathway for student teachers during practicum in Iran, the United States, Turkey, and Saudi Arabia. Research Method: This qualitative research employed a grounded theory approach and a comparative method, specifically using Brady’s four-stage model (coding, analysis, interpretation, summarization, and categorization). Data were extracted and analyzed using MAXQDA 2020 Pro software. The research community includes all texts, documents, books, and scientific articles related to the subject of internship in Iran and countries that have had prominent activities in this field. The sampling was carried out in a purposive, criterion-based manner. In this regard, all texts, documents, books, and scientific articles from four countries including the Islamic Republic of Iran, the United States of America (as a leading country in teacher training), Turkey, and Saudi Arabia (as Iran's regional scientific competitors) were selected as research samples. Findings: A total of 46 main and sub-components of professional development for student teachers during practicum were identified: 38 components in the U.S., 30 in Turkey, 18 in Saudi Arabia, and 29 in Iran. There is a significant similarity between the professional development components of student teachers in Iran and the selected countries. Using Boolean algebra, a professional development pathway for student teachers during practicum was proposed, inspired by the U.S. model. Conclusion: Components such as commitment to attending practicum seminars, curriculum review, classroom management familiarity, use of technology and teaching materials, school placement, identifying classroom issues, meeting school staff, getting to know students, observing classroom interactions, planning for co-teaching, participating in school events, reporting absences, regular communication with mentor and university supervisors, meeting university deadlines, and fostering creativity and innovation were identified as essential and valuable causal conditions for professional development during practicum. It is recommended that the professional development framework for practicum be formally communicated to student teachers through a memorandum of understanding.