فهرست نشریات علمی دسترسی آزاد ایران

The present study aims to compare in-service teacher training approaches in selected countries, namely Japan, Finland, the United Kingdom, and Iran. This research employs a qualitative comparative method based on Bereday’s approach, with the selection of countries guided by the strategy of “different social systems, different educational outcomes.” To enhance the validity and reliability of the data, peer review and researcher self-review methods were employed. The first finding indicates that Japan, Finland, and the United Kingdom have successfully implemented innovative technologies, practical and collaborative training programs, and feedback-based assessments. In contrast, Iran’s in-service teacher training system relies more on theoretical and traditional approaches. Research evidence and expert analyses highlight the necessity of revising curricula, incorporating modern technologies, and increasing teacher participation in course design. The second finding shows that Japan and Finland emphasize experiential and research-based learning, while the United Kingdom focuses on professional standardization and managerial skill development, whereas Iran’s system predominantly emphasizes financial incentives in in-service teacher training. In conclusion, enhancing the effectiveness of in-service teacher training in Iran requires a shift from theoretical to practical approaches, fostering teacher involvement in content design, utilizing modern educational technologies, and implementing performance-based evaluations. Comparative benchmarking from successful countries can inform the development of effective and contextually adapted policies.