Exploring the influence of Aberu on teacher trainees in Iran: A cultural-historical perspective

Pourya  Javahery

doi:10.59400/fes2651

Exploring the influence of Aberu on teacher trainees in Iran: A cultural-historical perspective

Pourya Javahery Faculty of Foreign Languages, Islamic Azad University Central Tehran Branch, Tehran 1148963537, Iran

Article ID: 2651

DOI: https://doi.org/10.59400/fes2651

Keywords: Aberu; cultural schema; teacher training; cultural-historical activity theory (CHAT)

Abstract

Cultural factors are crucial in shaping teacher training programs, affecting curriculum, instructional strategies, and the learning environment. This study investigates the impact of Aberu, which is an Iranian concept of honor and social reputation emphasizing the maintenance of dignity and societal respect, on teacher trainees using Cultural-Historical Activity Theory (CHAT). Through qualitative analysis of interviews with 14 trainees from various Iranian teacher training centers, the study reveals that Aberu significantly influences their professional development. Key findings indicate that trainees experience heightened stress, sleep deprivation, fear of failure, and internalized perfectionism as they strive to meet Aberu standards. Aberu mediates their interactions and learning within the Zone of Proximal Development (ZPD), leading to self-imposed standards and a deep sense of responsibility to uphold their cultural identity. Understanding the influence of Aberu on teacher trainees has significant implications for designing culturally responsive training programs that support the needs of diverse learners and promote culturally competent teaching practices. Finally, the article concludes that by integrating cultural considerations into teacher training, educators can better prepare trainees to navigate the complexities of the educational landscape in Iran and beyond.

Published

2025-06-23

How to Cite

Javahery, P. (2025). Exploring the influence of Aberu on teacher trainees in Iran: A cultural-historical perspective. Forum for Education Studies, 3(3), 2651. https://doi.org/10.59400/fes2651

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Vol. 3 No. 3 (2025)

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Article

This work is licensed under a Creative Commons Attribution 4.0 International License.

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