What we know about research on teacher education in local and international contexts: A comparative analysis of two teacher education journals

Articles in Press

Document Type : Original Article

Authors

Shiraz University

Abstract

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.

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Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 09 May 2026

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History

  • Receive Date: 09 August 2025
  • Revise Date: 04 May 2026
  • Accept Date: 09 May 2026

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