فهرست نشریات علمی دسترسی آزاد ایران

This study comparatively examined the status of the “reflective teacher” in Finland, Iran, Japan and USA. The four stages of Bereday approach was used to analyze the data. Findings indicated that aspects of reflective teacher education are being implemented in all four countries studied. In the United States, Finland, and Japan, teaching has been integrated into teacher education, whereas in Iran it is confined to a practical, skills based curriculum. Central emphases differ by country: in the United States, self awareness; in Japan, lesson study and action research; in Finland, research orientation and problem centred approaches; and in Iran, reflective observation. The role of teacher educators also differs: in the United States the emphasis is on fostering critical orientation; in Japan on clinical supervision; in Finland on coaching roles; and in Iran on modelling and the transmission of experience. Reflective assessment in the United States, Japan, and Finland centers on self assessment, peer observation, and analysis of critical incidents, whereas in Iran assessment is carried out by traditional methods that lack reflective orientation. In Iran’s teacher education system, themes for developing reflective teachers have remained largely unrealized in practice. Iran’s teacher education programs now require redefinition and alignment with a reflective approach.