Comparative analysis of educational approaches and future training (in- service education) in teacher education in Iran and Finland, England, Japan

Pasalari, H., Azizi, N. and Gholami, K. (2022) Comparative analysis of educational approaches and future training (in- service education) in teacher education in Iran and Finland, England, Japan. Quarterly Journal of Teacher Education, 5(1),

Abstract

The educational approach is a way of looking at teaching and learning, and the basis of any educational approach is a theoretical perspective on the nature of education and how to learn in the diverse educational settings. Each approach leads to the development of methods that shape the classroom activities and techniques to aid learning. In-service teacher education is a professional and personal activity to enhance efficiency, ability, knowledge and motivation in the process of professional life and it seeks to create a talented and effective environment to develop the effectiveness of teachers in the classroom. The purpose of this study is to compare the characteristics of the teacher education system with emphasis on the educational approaches and in-service teacher training in Finland, England, Japan and Iran. Redefining and improving the educational approaches and in-service training mechanisms in teacher education requires needs assessment and the use of other countries' experiences. If the purpose of comparative research is to identify the similarities and differences between the social entities, given the dominance of scientific language in the educational institutions in line with changes in knowledge and technology in the context of globalization, understanding and use of the other useful capacities of the other countries are essential in defining and applying the diverse educational approaches and quality in-service training. It was comparative research that has been done with a qualitative approach and using Brady's four-stage model. The existing scientific documents as well as the results of published reports on the teacher education system in the four mentioned countries were used to collect data. The results of this study showed that in terms of similarity, training and internship courses have been defined in the four countries. Educational approaches in Finland, Japan and the United Kingdom are diverse, research-oriented, relevant to scientific and technological discourses, and the social change in the societies, and in Iran, it is education-oriented. The purpose of in-service teacher training in the four countries under study is the continuous professional growth and development of teachers. In Finland, the United Kingdom, and Japan, these trainings are tailored to the real needs of the teaching community, tailored to the individual and organizational needs, and the scientific and educational priorities. In Iran, more emphasis is placed on the value and educational issues.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Azizi, Professor Nematollah
• Authors: Pasalari, H., Azizi, N., and Gholami, K.
• College/School: College of Social Sciences > School of Education
• Journal Name: Quarterly Journal of Teacher Education
• Publisher: Farhangian University
• ISSN: 2645-7725
• ISSN (Online): 2645-7164
• Published Online: 05 February 2022