Review the Teacher Education Curriculum for Professional Educations of Elementary Period in Iran, Canada, Australia and Japan Countries

Abstract

Purpose: Having an appropriate curriculum in teacher education for providing professional educations to children plays an important role in improving the quality of education for this group. Therefore, the present research was conducted with the aimed of review the teacher education curriculum for professional educations of elementary period in Iran, Canada, Australia, and Japan countries.   Methodology: The present research in terms of its purpose was fundamental and in terms of implementation method was qualitative. The research population were all the specialized and authoritative documents and texts of the teacher education curriculum for professional education in the Iran, Canada, Australia, and Japan countries, which all of them were selected as samples if they were relevant using the total sampling method. The tool of this study was note-taking from specialized and authoritative documents and texts of the teacher education curriculum for professional education in the Iran, Canada, Australia, and Japan countries, which its validity and reliability were confirmed. The data of this study were analyzed with using the content analysis method.   Findings: The findings of the present study showed that the teacher education curriculum for professional educations of elementary period in Iran, Canada, Australia, and Japan countries in terms of course units, practical training and duration has specific characteristics that have similarities and differences with each other.   Conclusion: Considering the findings of the this research in terms of course units, practical training and duration of the teacher education curriculum for professional educations of elementary period in Iran, Canada, Australia, and Japan countries, planning to improve the teacher education curriculum in Iran for professional educations is necessary and essential.