Document Type : Research/Original/Regular Article
Authors
1
Phd student in philosophy of education, Faculty of Humanities, Islamic Azad University, Lamard branch, Lamard, Iran
2
Associate Professor, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Lamerd Branch, Lamerd, Iran
3
Associate Professor, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Marovdasht Branch, Marovdasht, Iran
4
Associate Professor, Department of Curriculum Planning, Faculty of Humanities, Islamic Azad University, Lamard Branch, Lamard, Iran
10.30507/jmsp.2023.412881.2629
Abstract
The purpose of this research is to review the general policies of teacher training in selected countries in order to provide a model. This research is practical in terms of goals and comparative in terms of the method of data collection, content analysis, and for this purpose, data was first collected based on data sheets and information registration, which led to the identification of different components of teacher training approaches in selected countries. The research included books, articles, and researches that dealt with teacher training in the selected countries, which were 130 volumes, and were selected with a purposeful and criteria-based sampling method, on the condition that they were relevant and up-to-date. became. The method of data analysis was the method of coding (open coding, axial coding and selective or selective coding). After reviewing and studying the theoretical foundations and research background and documents with articles and researchers, 7 dimensions, 28 components and 72 indicators were found. It was identified that the philosophical foundations of 4 components and 12 indicators, psychological foundations of 4 components and 10 indicators, scientific foundations of 4 components and 9 indicators, sociological foundations of 4 components and 11 indicators, loyal approach of 4 components and 9 indicators, adaptive approach of 4 components And 11 indicators and a semi-adaptive approach of 4 components and 10 indicators were identified. It also showed that in modern teacher preparation, theoretical skills and training are less helpful for teachers' careers, so special attention should be paid to the development
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