Document Type : Original Article
Authors
1
Assistant Professor of Curriculum Studies, Department of Educational Sciences, Faculty of Humanities Literature, Lorestan University, Khorram Abad, Lorestan, Iran
2
Associate Professor of Curriculum Studies, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Iran
Abstract
The present research aimed to investigate international experiences in the evaluation of the quality of teacher training curriculum. To achieve this goal, a documentary research method was employed, analyzing international documents, frameworks, and research experiences from institutions such as the UNESCO-affiliated International Institute for Educational Planning, the National Council for Accreditation of Teacher Education in the United States, research institutions of public universities in the United States, Mexico, and Canada, the Teacher Education Initiative for Sub-Saharan Africa, the National Institute of Education in Singapore, the Latin American and Caribbean Network of Teacher Training, and the evaluation and accreditation councils for teacher education in the United States and India. The research findings indicated valuable lessons from international experiences that can be applied to the quality assessment system of teacher training programs. These lessons include the non-interference of governmental organizations in accrediting teacher training centers, outsourcing accreditation responsibilities to external accrediting institutions, providing 3 to 5 years for the attainment of valid national and international standards, and utilizing diverse internal and external assessment methods.
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