Conceptual Challenges of Teacher Education in Iran
Subject Areas :
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Keywords: Education system, teacher training system, value system,
Abstract :
This article aims to examine three fundamental issues relevant to the field of teacher preparation. The first centers on the contradiction between self-determination and strict determinism. Effective teaching requires space for self-realization and professional individuality; therefore, the crucial question is whether the current teacher education systems enable future teachers to discover and develop their unique capabilities, or whether these systems, instead, prioritize external standards and homogeneous criteria over personal qualities and preferences.
The second issue addresses the potential value conflict between teachers and students. In today’s diverse classrooms, differences in values and belief systems can hinder the formation of shared cultural and educational experiences. Such contradictions create situations where teachers’ actions are limited by the need to navigate between competing worldviews, making educational encounters less predictable and more complex.
The third issue explores the tension between instructional strategies focused on persuasion versus those encouraging genuine dialogue. This raises a fundamental question about educational practice: should teacher-student interaction aim to persuade students to adopt designated perspectives, or should it foster open dialogue that acknowledges and values differing viewpoints? Ultimately, these contradictions are deeply embedded in the practice of education itself. By preparing teachers for unpredictable and diverse contexts, teacher education must address these dilemmas, recognizing that rigid or purely prescriptive approaches may be self-defeating and undermine the goal of nurturing adaptable, reflective, and authentic educators.
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