فهرست نشریات علمی دسترسی آزاد ایران

This study conducts a comparative analysis of the teacher practice component within the teacher education curricula of Iran, Finland, and Hong Kong, employing the Bereday method. The research population comprises universities in these countries that offer teacher education programs. Teacher practice structures were systematically extracted and analyzed using tables and checklists to facilitate comparison. Findings indicate notable similarities among the three countries, particularly regarding the mandatory nature of teacher practices and the duration allocated for their completion. However, significant differences emerge in aspects such as the number of teacher practice units and the expectations for student performance across disciplines. In both Hong Kong and Finland, teacher practice programs are characterised by extensive collaboration between universities and schools, with a strong emphasis on the integration of technology and electronic content, which is comparatively less developed in Iran. Furthermore, Hong Kong’s teacher practice framework provides student teachers with greater autonomy in undertaking creative and independent initiatives within schools, a feature less prominent in the Iranian context. Based on these findings, it is recommended that Iranian teacher education policymakers undertake a comprehensive review of existing teacher practice programs. This should include revisions to the duration and quality of teacher practices, a strengthened role for supervising mentors, and an increased integration of electronic content. Additionally, fostering stronger collaboration between universities and schools, encouraging active student participation in various school activities, and implementing robust oversight mechanisms are essential steps towards enhancing the overall effectiveness of teacher practice programs in Iran.