Physical Education Teacher Preparation: A Comparative Study of the USA, England, Japan, Malaysia and Iran

The aim of this present study was to investigate and compare the process of novice physical education teachers in the United States, England, Japan, Malaysia and Iran. This study was qualitative-applied with a comparative approach. The population included the USA, England, Japan, Malaysia, and Iran which were selected purposively. The data were collected through library documents, searches of global networks, scientific reports, and articles. Then, they were described, interpreted, juxtaposed and compared by Brady model. The findings showed that pathways to novice physical education teachers preparation in Iran were limited and fully centralized. However, the mentioned countries had acceptable diversity and flexibility and were decentralized or semi-decentralized. In general, it can be concluded that in modern teacher training, theoretical skills and training do not seem to produce professional physical education teachers. Hence, the development of professional experiences seems more important than emphasizing content, pedagogy and professional knowledge.