Missing elements of the teacher training system for materialization of student-teachers professional competencies: Internship and traineeship with the modern apprenticeship approach

The competency of any educational system depends on professional capabilities of its teachers. Since materialization of any goal in education system depends on teachers as human resources and it is not possible to evolutionalize the educational system without the cooperation and participation of successful teachers, this research aims to evaluate the adaptation of the teacher training curriculum for the practical competencies in real-world of work (school) situation. Therefore, to materialize our goals, we used the phenomenological approach and recorded the experiences of successful and effective teachers and their common experiences about the cause of their achivements. The findings of this phase shows: Effective communication and motivation, scientific capabilities of teachers on the educational content, diversity in teaching methods with a view to facilitate the learning process, the use of educational technology, process monitoring of students learning and fostering of thinking. Although, the most emphasize was on the kind relation between the teacher and students and using discussion as the teaching method and also as the cooperate learning through cyberspace and social networks as an effective tool for education in 21st century.In the second phase of research, we considered the macro national curriculum plan (architecture) of the teacher training approved in 1394. We have been really interested to see which competencies were considered in this document that can help student-teachers to achive the predetermined goals? This document comprises core competencies such as: content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and general knowledge (GK).The comparison between the results of both phases of the study showed common elements of interested areas among successful and effective teachers and the teacher training curriculum. But the important issue in Iranian teacher training curriculum that should be noted is the materialization of these competencies for training the students. Due to some limitations, they are not able to conduct the internship program currently. In this research, we purposed to form successful teacher association and internship program to be conducted by such society with using appropriate apprenticeship model. It seems that with the formation of this association and delegation of authority and delegating some responsibilities of Farhangian university, we can attain more benefits from the potential and capabilities of human resources in the education system.