Reflection on the Individual Capabilities of Teacher Educators based on the Perspectives of Teacher Educators in Iran and Canada

Document Type : Original Article

Author
Zohre Ababaf
Assistant Professor, Educational Science Department, Farhangian University, Tehran, Iran
10.61838/KMAN.IRPHE.30.2.7
Abstract
The study and reflection on the individual capabilities of teacher educators are of special importance due to the role that educators play in education of the students, producing knowledge, and contributing to social development and transformation. This subject was explored from the perspective of experienced teacher educators in the field of teacher training, based on a qualitative research design with a phenomenological approach. Participants in this research were purposefully selected based on three criteria: teaching experience in teacher education, professorial rank for Canadian educators, and two decades of teaching experience for educators at Farhangian University, considering the diversity of groups. A total of 18 educators from Iran and Canada were selected. Data collection was based on individual and semi-structured interviews using open-ended questions. The data obtained from the interviews were analyzed based on analytical induction. Seven areas of individual capability were inferred from the data analysis. The areas of motivation and professional commitment, strategic nature, and personal characteristics were emphasized more than other capabilities by both groups of participants, covering a wide range of individual capabilities. Strategic action, motivated by professional commitment and relying on personal capacities in interaction with cognitive abilities, introspection, communication, collectivism, and reflective action operates. Comparing the findings of the two groups of educators showed that despite geographical and cultural differences, there are common professional concerns in the field of individual capabilities of teacher educators, but their manifestation is influenced by the cultural context of the work environment. Farhangian University educators focus on professional roles with a duty-oriented approach, while Canadian teacher educators focus on professional identity with a problem-finding and independent approach. The findings of this research can be considered in designing curriculum of educator education and in developing indicators for promoting educators.

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  • Receive Date 19 November 2023
  • Revise Date 05 February 2024
  • Accept Date 06 February 2024
  • Publish Date 21 June 2024