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This article engages the reader with a critical and challenging issue in teacher education domain. The issue chosen is the structure of the program which extends itself quite naturally to the issue of implementation in terms of institutions involved. The author argues that although there is no definite answer to the question of which pre-service teacher education program assures training of effective teachers, a viable teacher education curriculum should consist of four elements, together forming an image of a square. The four elements are described as: content (disciplinary) knowledge component, general educational knowledge component, content specific professional knowledge coupled with practicum and induction, which refers to a one year monitoring and coaching of novice teachers. The four-sided program needs to be implemented in a cooperative spirit which involves the higher education sector and public education sector, thus depicting a cross-sectoral picture of the task of teacher education. The first two components come naturally under the expertise of universities and the last two are components for which the public education sector is better prepared. The implementation scheme discussed in the article presents a serious challenge to the current thinking and policy direction in Iran which has recently rested the case for teacher education by awarding all the responsibilities to the public education sector and exempting the higher education from performing any meaningful role in this respect. The policy has manifested itself in the 2012 enactment of a legislature authorizing the establishment of a single university run by ministry of education to assume the full responsibility for teacher education.

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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.

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This study aims to designing and validation of internship curriculum pattern based on collaborative autobiography in Teacher Education in Iran. In this research, it has been attempted to first analyze the specialized texts related to the subject, in order to extract the Foundations of collaborative Autobiography, and subsequently the implications of curriculum elements of this kind of internship.In the second step, a researcher-made questionnaire was developed and in order to validate the proposed model, the views of the teachers of the curriculum and the instructors of the internship courses at Farhangian University were used. According to the findings, the desirable implementation of the internship curriculum requires collaborative and multidimensional collaborative and multidisciplinary activities among the students of science, teachers and teachers, and what makes this sense meaning the narratives and life experiences that can be linked to the goals Courses are internships and courses.

 

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In the new internship program for Iranian Teacher Educaton Courses, a key role for the "supervisor" has been taken into account. This paper attempts to recapture the experience of living masters of the Guide, which has experience in implementing all the internship programs (1-4) that participated in its first implementation, through an interview with 26 people in 11 provinces of the country. The basis of this is the image of the internship program. The experience of this group shows that internship programs have been "accepted" and have been able to help develop student literacy competences, increase the ability of guidance teachers, and even improve the knowledge of guidance professors. However, the implementation of the first part of this program is accompanied by problems of implementation and support, and the professors of the internship guide believe that "the new internship program should be maintained" and, in some respects, "be amended".