A comparative study on the teacher education curriculums at the elementary levels based on the competency-based approach in Malaysia, India and Iran

Abstract: According to the documents of fundamental reforms in the education system¡ since 2014¡ The Farhangian University has sought to reengineer the policies and reset the principles of teacher education curriculums based on a teacher-competency approach. The present study is an attempt to conduct a comparative study on the teacher education curriculums at the elementary levels based on the competency-based approach in Malaysia and India¡ and to compare the results with the education system in Iran in order to benefit from the challenges and experiences of these two countries based on a comprehensive approach. The results show that the concept of teaching competence has undergone some changes with regard to the cultural contexts¡ country-specific issues and the views of policy makers and planners¡ and assessment of integrated professional competencies in teachers and teachers'' resistance against the acceptance of reforms are among the most important issues that both India and Malaysia are grappling with.