فهرست نشریات علمی دسترسی آزاد ایران

The 21st century has brought rapid changes in technology, society, and education, transforming the role of teachers and the expectations placed upon educational systems. Among the skills that teachers need today, creativity stands out as a core competency, enabling educators to nurture innovative thinking, adaptability, and problem-solving in their students. This study explores how teacher education programs in seven countries—Singapore, Finland, Scotland, Australia, Japan, Malaysia, and Iran—support the development of creativity among pre-service teachers.A descriptive–analytical comparative review was conducted, drawing on peer-reviewed articles, national curriculum frameworks, policy documents, and official teacher education reports published between 2010 and 2024. Data were collected using AI-assisted research tools alongside traditional academic databases. The documents were examined through thematic content analysis to identify key strategies, pedagogical approaches, and institutional practices aimed at fostering creativity in teacher education.The findings show that while all countries have made efforts to strengthen teacher preparation, notable differences exist in program structure, practical experience integration, and the emphasis on reflective teaching. Shared features include curricula that actively incorporate creativity, strong connections between theory and classroom practice, and encouragement of professional autonomy. Specific approaches include Singapore and Finland’s research-driven and standards-based models, Japan’s inclusion of moral and citizenship education in creativity development, Australia and Malaysia’s innovation-oriented policies, and Scotland’s focus on teacher reflection to guide curriculum reform.This comparative analysis illustrates the variety of ways teacher education programs cultivate creativity and provides insights into effective strategies for preparing teachers capable of meeting the evolving demands of contemporary education.