Abstract

The aim of this study was to compare teacher education in Finland, Malaysia,Canada and Iran.This research objectives, functional, and comparative studies and proximity are among the methods. According to the findings, all the countries surveyed,the development of professional competence of teachers to meet the needs of different courses of study are considered These courses provide training needs of their respective communities. The distinction between countries is also on course in teacher education from pre-school to secondary school teacher education in Finland to be stressed.The distinction between countries is also on course goals in teacher education from pre-school to secondary school Finland is stressed; Canada is one of the most important goals due to teacher training courses to update knowledge and efficiency of teachers And in Malaysia due to the creativity and flexibility of teachers in teacher education is considered important to national development goal teacher education in Iran due to the acquisition of theoretical knowledge is concerned.In developing objectives and the Malaysian government and parliament have a key role in Iran.In developing objectives in Iran and Malaysian the government and parliament have a key role, While in Finland in addition to the parliament and the government, Implementation of research findings and needs assessments design and implementation of student and school are achieved.In Canada,in addition to parliament, the government, the school board and the teachers as well as decision-making goals. In Iran and Malaysia, unlike the two countries, Finland and Canada, the government and parliament as decision-making purposes only consider attending.