References
Ahmadabadi, A., & Abdollahi, B. (2021). Review obstacles to the implementation of the document of fundamental evolution in education using the meta-synthesis method. Quarterly Journal of Education Studies, 6(24), 87-109.
Aliakbari, M., & Valizadeh, P. (2023). Exploring identity construction in team teaching: The case of Iranian student-teachers. Cogent Education, 10(1), 2168934, https://doi.org/10.1080/2331186X.2023.2168934
Amin, M. Y. M. (2020). Teacher education in Iran: System, review and criticism. Studies in Literature and Language, 20(1), 71-76. DOI:10.3968/115177
Arefian, M. H. (2022). Collaborative action research as a reflective tool for pre-service EFL teachers’ inclusion.
Reflective Practice,
23(6), 651-662, DOI:
10.1080/14623943.2022.2103107
Arefian, M. H. (2023). Motivating teachers to reflect in a professional community of practice through collaborative action research. International Journal of Educational Reform, 1(16), DOI: 10.1177/10567879231217457
Avanaki, H. J., & Sadeghi, B. (2014). A Comparative study of teacher education in Iran and the UK. Journal of Language Teaching & Research, 5(5). DOI:10.4304/jltr.5.5.1153-1159
Azimi, E., Kuusisto, E., Hatami, J., & Fardanesh, H. (2023). Perceived barriers and facilitators of the lesson study approach to promoting productive reflective thinking among student teachers.
Thinking Skills and Creativity,
48, 101303.
https://doi.org/10.1016/j.tsc.2023.101303
Baniasad-Azad, S., Tavakoli, M., & Ketabi, S. (2016). EFL teacher education programs in Iran: The absence of teachers' involvement. Iranian Journal of Applied Linguistics, 19(2). DOI:10.29252/ijal.19.2.61
Beigi Rizi, A. R., Barati, H., & Moinzade, A. (2019). A closer look at EFL teacher education and the role of mentoring in Iran: Teachers’ attitudes in focus. Iranian Journal of English for Academic Purposes, 8(4), 34-48.
Carless, D., & Winstone, N. (2023). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150-163. https://doi.org/10.1080/13562517.2020.1782372
Darabi Bazvand, A. (2023). Exploring student teachers’ perceptions of assessment ethics across university-based teacher education programs in Iran. Language Testing in Asia, 13(1), 9. DOI: 10.1186/s40468-022-00205-1
Divanbegi, H., Tajik, L., & Mirhosseini, S. A. (2023). Implicit ELT policies embedded in the professional practices of selected private language publishers and institutes in Iran. Critical Literary Studies, 5(2), 195-219. DOI:10.34785/J014.2023.025
Farokhinia, M. H., Rasoli, E., & Salimi, L. (2022). A Comparative study of the UNESCO 2030 agenda with the Fundamental Transformational Document of Iran’s Education. Iranian Journal of Comparative Education, 5(2), 1850-1870. DOI:10.22034/IJCE.2022.252024.1228
Gębal, P. E., & Nawracka, M. J. (2019). Foreign language teacher education in Germany, Iran and Poland–a comparative study. Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców, 26, 121-137. DOI:10.18778/0860-6587.26.07
Gebhard, J. G. (2009). The Practicum. The Cambridge guide to second language teacher education, 250-258.
Ghasemipouya, E. (2002). A Practical Guide to Action Research. Research Institute of Education and Training.
Gholami, J., & Qurbanzada, I. (2016). Key stakeholders’ attitudes towards teacher education programs in TEFL: A case study of Farhangian University in Iran. Journal of Teacher Education for Sustainability, 18(2), 5-20. DOI:10.1515/jtes-2016-0011
Hassani, V. (2021). A Short Report on KARDS Teacher Education Model in Iran. Academia Letters, 2.
Janbozorgi, M., Rezazadeh Bahadoran, H. R., Gholtash, A., & Araghieh, A. (2022). A comparative study of epistemological foundations of the “Fundamental Reform Document of Iran Education System” and Rhizomatic approach. Iranian Journal of Comparative Education, 5(1), 1712-1737. DOI: 10.22034/IJCE.2022.294486.1331
Khanjani, A., Vahdany, F., & Jafarigohar, M. (2017). EFL teacher education in Iran: Does it promote trainees’ pedagogical content knowledge?. Journal of Research in Applied Linguistics, 8(2), 159-186. DOI: 10.22055/RALS.2017.13096
Maggioli, G. D. (2023). Initial language teacher education. Taylor & Francis
Maharani, F., & Fithriani, R. (2023). Exploring challenges EFL pre-service teachers experience in teaching practicum: A transformative learning perspective. Scope: Journal of English Language Teaching, 7(2), 173-180. DOI:10.30998/scope.v7i2.16305
Mahmoodarabi, M., Maftoon, P., & Siyyari, M. (2022). Learning to become L2 teachers: Prospective teachers’ professional identity development.
Issues in Language Teaching (ILT), 11(1), 189-221.
https://doi.org/10.22054/ilt.2022.64791.658
Mirhosseini, S. A., Tajik, L., & Bahrampour, A. (2021). Policies of English language teacher recruitment in Iran and a glimpse of their implementation. Pedagogy, Culture & Society, 31(1), 37-55. DOI: 10.1080/14681366.2021.1881994
Mohammadinejad, E., & Sahragard, R. (2021). Investigating the elements of identity and the process of learners’ identification in the Fundamental Reform Document of Education: A qualitative study. Iranian Evolutionary and Educational Psychology Journal, 3(1), 12-25. DOI: 10.52547/ieepj.3.1.12
Moradian, M. R. (2014). EFL teacher education in the philosophy-free context of Iran: Education or training. Switzerland Research Park Journal, 103(1), 1-17.
Naseri Karimvand, P., Hesamy, G. R., & Hemmati, F. (2016). Dynamics of EFL teacher education in Iran: A qualitative enquiry. Teaching English Language, 10(1), 109-131. DOI: 10.22132/TEL.2016.53616
Nazari, M. & Alizadeh Oghyanous, P. (2022). Contributions of a genre-based teacher education course to second language writing teachers’ cognitions. Innovation in Language Learning and Teaching, 17(2), 265-277. DOI: 10.1080/17501229.2021.2025380
Pasalari, H., Azizi, N., & Gholami, K. (2023). A comparative analysis of policy frameworks and admission procedures in the teacher education system of England, Finland, Iran and Japan. Iranian Journal of Comparative Education, 6(1), 2266-2284. DOI: 10.22034/IJCE.2022.246250.1209
Pourbagher, F. S. (2022). The Educational Philosophy Underlying Iran's Reform Documents: A Question of Coherence [Doctoral dissertation, American University of Beirut].
Qazi, W., Rawat, K. J., & Thomas, M. (2012). The role of practicum in enhancing student teachers’ teaching skills. American Journal of Scientific Research, 44(12), 44-57.
Razi, N., & Kargar, A. A. (2014). Evaluation of in-service foreign language teacher education program in Iran. International Journal of Language Learning and Applied Linguistics World, 5(1), 221-236.
Richards, J. C., & Crookes, G. (1988). The practicum in TESOL. Tesol Quarterly, 22(1), 9-27.
Safarnavadeh, M., Musapoor, N., Azhari, M., & Mohammad Shafiy, A. (2019). The students’ experience of the new program of internship on the teacher education in the Farhangian University of Iran. Journal of higher education curriculum studies, 10(19), 149-169.
Saif, A. A. (2018). Measurement, Assessment and Educational Evaluation (7th ed.). Doran Publication.
Saif, A. A. (2018). Modern Educational Psychology: Psychology of Learning and Instruction (7th ed.). Doran Publication.
Shabani, H. (2011). Educational and Developmental Skills: Methods and Techniques of Teaching (3rd ed.). Institute of Research and Social Science Development.
Supreme Council for Cultural Revolution & Ministry of Education. (2011). Document of Fundamental Evolution in Education. Secretariat of Supreme Council for Cultural Revolution.
White, S., & Forgasz, R. (2016). The practicum: The place of experience?. International Handbook of Teacher Education, 1, 231-266. DOI:10.1007/978-981-10-0366-0_6
Wiggins, G., & McTighe, J. (2005). Understanding by design. Ascd.
Yuan, R., & Lee, I. (2014). Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12. https://doi.org/10.1016/j.system.2014.02.002
Yusuf, F. N., Widiati, U., & Sulistyo, T. (2017). Multimodal feedback provision in improving pre-service teachers' competence. Indonesian Journal of Applied Linguistics, 7(2). https://doi.org/10.17509/ijal.v7i2.8126