A Comparative Study of the Implementation of Professional Development Programs for Elementary Teachers in Iran and Selected Countries: A Step toward Action

The purpose of this study was to compare the implementation of professional development programs for elementary teachers in Iran, America, Malaysia, Japan, England, and Finland. This qualitative research adopted George Bereday’s comparative method. The selection of countries was based on their success in implementing professional development programs for elementary teachers. The data were collected through reading books and documents and semi-structured interviews. The statistical population of the study included both information sources, such as documents related to the professional development programs of elementary teachers in selected countries, and human sources, including Iranian teachers who experienced teaching in Iranian educational complexes in selected countries and were well informed about the professional development in those countries. The study sample was selected using purposive sampling. The findings showed that the selected countries were similar in new methods of teaching and learning, curricula implementation in a cooperative and group manner, utilization of teachers’ experiences in implementing curriculum, employment of information and communication technology (ICT) in education and virtual education environments, new methods (e.g., problem-solving using a constructive and research-oriented approach). However, the same selected countries were different in terms of individual and group learning, examination of teachers’ experiences concerning lesson study, simulation, the teaching of cognitive skills, and a centralized system of education. In addition, the results showed that Iran followed a piecemeal and non-specialized approach to teachers’ professional development. Therefore, to improve the existing teachers’ professional development programs, education policy-makers need to pay careful attention to macro-planning in the area of teachers’ professional development, conduct continuous educational needs assessment, and consider new teaching and learning approaches.