Abstract

The aim of the present study was to compare the similarities and differences between the teacher education systems of Iran and Finland. For this purpose, the differences and similarities of art education in the two countries were examined using a comparative method. The information required to answer the questions was collected through the official website of specialized collections, library resources, and reputable articles in the two countries. This research is of a qualitative, applied, and objective nature, and was conducted using a descriptive-analytical method and the Brady model in four stages of description, interpretation, juxtaposition, and comparison. The statistical population of this study includes the elementary art curriculum in countries around the world, and its statistical sample, based on the purposive sampling method, is the elementary art curriculum in Iran and Finland. The main results of this study, after comparing the similarities and differences in the three elements of objectives, content, and teaching methods of the art curriculum in Iran and Finland, show that there are significant similarities and differences between the primary art curriculum of both countries. The similarities are more visible in the content and the differences are more visible in the objectives and teaching methods. Also, the analysis of the findings of this study shows that in the field of practice or implementation of the primary art curriculum, a large gap is seen between Iran and Finland in the elements studied.

Keywords: Finland, Iran, Comparative Study, Art Curriculum, Primary.