| The purpose of this study was to identify directions for improving elementary teacher education in the Islamic Republic of Iran. This exploratory study examined three conceptual themes: (1) the characteristics of productive teacher education, (2) the context for teacher education, (3) and the current status of elementary teacher education, to respond to the main question of the study.; Information for the study was collected using both qualitative and quantitative methods. Qualitative data consisted of semi-structured interviews with nine key informants in the Iranian education system and eight principals of selected teachers colleges. Quantitative data were collected using two survey questionnaires distributed to student teachers and instructors in teachers colleges.; Results suggested that, in spite of having a long history of civilization and formal education, there are chronic problems with teacher education which have been left unaddressed since the establishment of formal education in the country. For example, teachers have very low incomes and low social status so teaching is not an attractive occupation for the most talented and qualified potential candidates. In addition: instructors are not up to date about new methods and changes in education; there is no active communication between teachers colleges and elementary schools; and instruction in teacher education is focussed on theory rather than practice. The context for teacher education does not encourage implementation of the principles and methods of effective teaching. The national structure governing teacher education is very centralized for purposes of educational planning, curriculum development, preparing the content of textbooks, and for policy making. There are insufficient numbers of qualified and competent elementary school teachers to carry out required internship programs.; These shortcomings and others demand changes in Iran's elementary teacher education programs. Results of the study recommended the design and implementation of a school-focussed partnership model to improve elementary teacher education in Iran. Such a model would include for example, a more collaborative atmosphere in teacher education institutions, active communication between teacher education institutions and elementary schools, linking theory with practice more productively. Results also recommended improving teachers' salaries, establishing laboratory schools, and making the rules and regulations in teachers' colleges more flexible. |
