A Critical Analysis of Decision-Making Patterns in Iran’s Teacher Education Policy

Document Type : Original Article

Authors

1 M.A. Graduate in Curriculum Planning, Department of Educational Sciences, Payame Noor University, South Tehran Center, Tehran, Iran

2 B.A. Student in Psychology, Selseleh (Aleshtar) Center, Islamic Azad University, Khorramabad Branch, Lorestan, Iran.

10.48310/edup.2026.22986.1462

Abstract

Background and Objectives: Although teacher education policymaking in Iran spans over a century, it faces persistent challenges like qualified human resource shortages, theory-practice gaps, and policy instability. While existing literature evaluates policy outcomes, a deep gap exists in analyzing the decision-making patterns that formulate these policies. This article critically analyzes the decision-making patterns governing Iran's teacher education and identifies their strengths and limitations. Methods: This qualitative study employs a systematic review and critical analysis of upstream policy documents, parliamentary legislation, policy center reports, and relevant academic studies. The theoretical framework utilizes classical and contemporary public policy decision-making approaches. Findings: Decision processes in this area have primarily followed centralized "rational-bureaucratic" and "political-coalitional" patterns. These patterns contributed to policy discontinuity, limited research evidence utilization, tokenistic involvement of key stakeholders (particularly teachers), and the dominance of short-term, crisis-driven approaches over strategic planning. Conclusion: The study highlights the necessity of a paradigm shift toward a more integrative and participatory policymaking approach, grounded in network governance principles, to overcome current structural challenges.

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History

  • Receive Date: 19 May 2026
  • Revise Date: 15 June 2026
  • Accept Date: 13 July 2026

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