A Comparative Study of Extracurricular Activities in Teacher Education Systems of Australia, Germany and the United States: Lessons for Iran

Abstract

This study aims to investigate the experiences of extracurricular activities in the teacher education systems of Australia, Germany, and the United States in order to provide suggestions for educational and curriculum policy makers in the Iranian Teacher Education System. This is a qualitative, non-experimental, applied, comparative study in terms of nature, variable control level, purpose, and method, respectively. It uses George Bereday's four-step approach and similarity and difference design based on John Stuart Mill's Method of Agreement and Difference. This is a macro study in terms of unit of observation, conducted using the selective sampling method with "limited variables, small N" and the selection strategy of “different systems, similar results". Findings indicated that the selected countries emphasized the cultural and social goals of the extra-curricular activities. Also, the various functions of these activities were mainly directed towards cultural identity, social cohesion and professional development. There were similarities and differences among the selected countries in terms of the scope of extracurricular activities. According to the findings, educational planners of Iran at the Teacher Education University and the Ministry of Education should consider that extracurricular activities are one of the most appropriate, attractive and indirect methods for educating the younger generation of teachers.