This qualitative study aimed to compare the qualification of Higher Education system and Education system in field of teacher education. Using qualitative content analysis, with open coding data by interviews and open-ended questionnaire, data been coded and categorized and then analyzed. Participants of research were selected by purposive sampling (22 samples). Through participants opinions four category of views were identified; 1- agree with higher education, 2- agree with education, 3- conditional agree with both, 4- agree with with the new structure. Inattention to practical practices, lack of affiliated schools for training, and inappropriate evaluation of students’ performances in training, are the most important weaknesses of higher education system. Also, low academic ability of the faculties of Farhangian University, low flexibility and very limited freedom to thinking for change, low skills in research, and intense centralism are the most weaknesses of Education system specially Farhangian University. Adherents of new structure for teacher training, critisize both organizations (Education system and Higher education system) and named weaknesses such as: weakness in educational and pedagogical research and analysis, weakness in theorizing and acting and presenting techniques for improvement teacher education, and weakness in making appropriate contents for the curricula of teacher training. Ultimately, according to a teacher education curriculum, 4 aspects of knowledge have been proposed; content knowledge, educational knowlwge, practice knowledge, and introductory knowledge into teacher profession.

This research is applied in terms of purpose and synthesis in terms of method. The scope of research and the main sources of data collection are numerous studies that have been conducted since the outbreak of Covid-19 virus in connection with the challenges of transition from face-to-face to virtual education in Iran and abroad. 69 samples were purposefully selected. In the next steps, information coding and classification was performed; The combination of categories and the results of the analysis led to the extraction of a conceptual framework related to the challenges of transfer from face-to-face training to virtual training and the presentation of appropriate strategies for this transfer. In general, the challenges of transition to e-learning in two dimensions, macro and micro, were extracted in four categories and 22 codes, and successful transfer strategies from face-to-face to virtual education were presented in seven categories and 17 codes.