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What we know about research on teacher education in local and international contexts: A comparative analysis of two teacher education journals | ||
| پژوهشهای زبانشناسی: نظریه و کاربرد | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 19 اردیبهشت 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jls.2026.143591.1285 | ||
| نویسندگان | ||
| ناصر رشیدی* 1؛ رحیمه کاربخش راوری2 | ||
| 1دانشگاه شیراز | ||
| 2دامشگاه شیراز | ||
| چکیده | ||
| Recent research in teacher education is increasingly employing meta-analysis to synthesize related studies. This study compares local and international perspectives by analyzing two journals—the Iranian Journal of Applied Research on English Language (AREL) and the Journal of Teaching and Teacher Education (TTE)—using previous review frameworks and context-specific principles. Findings reveal differing perceptions of reflective teaching: Global studies emphasize adaptability during crises, while Iranian studies highlight systemic barriers limiting teacher autonomy and professional growth. Iranian research focuses on local cultural constraints, whereas global journals address technology integration and teacher identity without specific contextual considerations. These results support the implementation of "glocalized" policies that balance global best practices with local needs, advocating for policy decentralization in Iran and context-specific reforms in the global context. The study underscores the importance of integrating reflective practice with contextual adaptability and systemic support to fill the gap between educational policy and classroom practice in teacher education. | ||
| کلیدواژهها | ||
| Teacher education؛ meta-analysis؛ research orientation؛ comparative analysis؛ local and international contexts | ||
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آمار تعداد مشاهده مقاله: 15 |
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