Abstract

The complexity of teachers’ role and various expectations from the teacher in the new world’s condition require activities beyond the past such as apprenticeship and retraining. Therefore, the purpose of the present study was to compare pre-service teacher training, novice teachers’ training and in-service teacher training procedures in Iran and some other countries of the world in order to extract their similarities and differences. The research methodology was descriptive-analytical research method. The information whereof was collected through documents, research reports, searching the internet and the websites of ministry of education in the countries under study and they were analyzed through George Beredy’s model.
The research findings reveal the variability and plurality of training methods in traditional methods and alternative approached depending on teachers’ training needs, content, existing facilities, time and working schedule and policies of training system of the countries. Moreover, making continuous relationship between teacher training system and universities, schools and other social foundations, making relationship between pre-service training and in-service trainings and making coordination between foundations managing teacher training in these countries, have been among outstanding points in the success of their training.