عنوان مقاله [English]
This article is conducted as a "comparative study" of the teaching of three groups of new teachers in Iranian primary schools who were active in the city of Maragheh in the academic year of 2017-2018. These teachers were employed in three ways: 1) studied in the four-year teacher education course at teacher training university; 2) studied in other universities and participated in contract employment and passing the one-year teacher education course and; 3) having three years of teaching activity in the school temporarily.
The research question was whether the method of entering the teaching profession and the type of university where person study has an effect on teaching. The research approach was quantitative. A "questionnaire" was used to collect the necessary data. The research population included primary education teachers, among whom, first, the teachers of Maragheh city were selected and then a sample of 97 people was selected to obtain the data. Through stratified sampling method, the sample for each group was selected and the questionnaire was distributed in their workplace and received in person. The data analysis was performed using frequency, percentage and mean scores and to compare groups, analysis of variance test was performed.
The results showed that "teaching" newcomers to primary schools in different ways did not make a significant difference. That is, new-teachers who have completed a four-year or one-year teacher education course were the same as teachers who have not completed formal teacher education courses. This means that the establishment of a special teacher education university has not been able to achieve more than other universities that teach the relevant field.
The quantitative research may face some limitations on comprehensiveness and validity. Despite some limitations of this research, what has been achieved reveals a kind of skepticism about the efficiency of special teacher education universities. In Iran, these universities select their students after completing their secondary education and would employ them in educational system. Therefore, this type of training is associated with an early choice of job and payment of tuition fees. Both increase tuition fees. Therefore, the question is whether it is still possible to defend the four-year teacher education course at teacher training university by employing from the beginning of education? Has teacher training university performed effectively? The obtained field data show that the success of a four-year teacher education course is not enough to earn a job in primary education.