出版社：Comparative Education Society of Iran ( CESIR)
摘要：The purpose of the present study is to investigate revision models of teacher education curriculum in Australia, Singapore and Turkey. This is a comparative qualitative research, and non-experimental research. The most different systems design (MDSD) was used while selecting countries that arecompared within the study.The research findings highlighted the fundamental similarities and differences among the countries under study in terms of different dimensions of the teacher education system including the curriculum and its revision patterns. While Singapore and Turkey follow a centralized system, Australia tends to reduce the power of States and local authorities. From other aspect, the patterns of teacher education’s curriculum revision in all three countries are influenced by local contexts and environmental realities. While the Australian teacher education system is seeking to adopt models that standardize curricula across the country, Singapore is considering the impact of future developments on the teacher education system and is seeking to revise its curricula based on “Life-long, life-deep, life-wide and life-wise." pattern. The findings also show that despite the challenges, Turkey is seeking to revise its teacher training curricula to train skilled teachers who can prepare the young generation to enter and live in Europe - as a developed society -. The research findings suggest that Singapore's experience –compare to Australia and Turkey –is more value-free and could be usebetter by the Iran teacher education system.
