چکیده:
The present research has been conducted with the aim of providing solutions for reforming the university teacher training curriculum in Iran. University instructors are usually specialists in their fields and are often hired and promoted due to their research achievements, while little attention is paid to their teaching abilities. Under conditions where this is neglected in the higher education curriculum, university professors acquire cultural experiences that teach them teaching methods in a way. Therefore, a comparative study regarding the cultural experience of teacher training in Iranian higher education was conducted with a developed country (Germany), focusing on the field of mathematics. The study locations in Iran were Kharazmi University and Shahid Beheshti University, and in Germany, it was the University of Hamburg. This study was conducted using a qualitative method, and its data were collected through interviews and observations of a number of professors and PhD students in the two study countries and analyzed through coding and categorization. Finally, differences in cultural experiences were reported in four main categories: students' professional outlook, the role of the doctoral curriculum in preparing future higher education instructors, the promotion of doctoral graduates to university instructor status, and the development of pedagogical knowledge among higher education instructors. Additionally, considering the culture of teacher training in Iran, strategies have been proposed to reform the teacher training curriculum.
خلاصه ماشینی:
Therefore, a comparative study regarding the cultural experience of teacher training in Iranian higher education has been conducted with a developed country (Germany), focusing on the mathematics field.
In the end, differences in cultural experiences were reported in four main categories: students' professional outlook, the role of the doctoral curriculum in preparing future higher education instructors, the promotion of doctoral graduates to the rank of university faculty, and teaching knowledge among higher education instructors.
Edmund Shurt{o2o}(2002:144) also, in order to explain the position of the teacher training curriculum, identifies the mission of higher education curricula in the following cases: *General Education{o3o} *Professional and Specialized Education{o4o} *Research Education{o5o} *Teaching of Teaching He points out that in general education, titles such as general upbringing, nurturing committed and responsible citizens, developing personal abilities such as creativity and intellectual abilities, and transmitting cultural heritage and values are raised.
The data collected in the present research also showed that the Teaching Assistant is employed in the studied universities of Iran and Germany and is one of the opportunities for developing mathematics teaching knowledge; however, in both countries, the issue of Teaching Assistantship was not employed as an intended curriculum for the purpose of developing teaching knowledge.
According to the students and professors interviewed in this research, the existing curricula in this center can systematically help in the development of teaching knowledge and can complement this cultural opportunity that arises from the tradition and culture of the mathematics field.
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