Identifying and prioritizing the main components of the evaluation of the quality of the internship curriculum of the teacher training system

The aim of the current research was to identify and prioritize the main components of the evaluation of the quality of the internship curriculum of the teacher training system. The Methods of the research was a mixed method research (qualitative-quantitative). The required information was collected in a targeted manner from 28 articles extracted from valid scientific databases.Data analysis in the qualitative part with the seven-step model of Corbin and Strauss (2008) and open, axial and selective coding, and in the quantitative part in order to determine the importance and priority of the dimensions and components obtained with the Shannon entropy method done. The reliability and reliability of the data were determined by the method of peer feedback and agreement between coders and Cohen's Kappa test. Findings in the qualitative section in 145 indicators, 22 dimensions and 5 main components: "policy and strategic mechanisms", "general and specialized competencies of internship guides", "management and leadership mechanisms of internship affairs", "transformation and improvement mechanisms" Internship matters" and "functional achievements" were categorized and presented in three levels of policy, functional and consequence components. Based on the Shannon entropy test results of the main components were prioritized The theoretical framework for evaluating the quality of the internship curriculum provides a suitable scientific tool for planning the development of the quality of the internship curriculum in the education system.