Using a comparative study, the curriculum of teacher training system in England, Japan, France, Malaysia were compared with Iran. To offer some applied suggestions in order to improve the Iran’s curriculum of teacher training system, the similarities and differences in the elements of teacher training curriculum among the mentioned countries is investigated. Bredy’s study method was used in this study. The most important findings are as follows:
 
In the teacher training system of the above mentioned countries, the main goal was the improvement of the quality of the system and the main objective was life long learning. In order to achieve these goals and objec-tives, the following strategies was considered: Integration of theory and practice, balance between theory and practice in the curriculum, setting teacher training standards, integration of ICT in the teacher training cur-riculum, making continuous connection between the pre-service teacher training with universities and schools, making connection between pre and in-service teacher training, and coordination among administrating organi-zations of teacher training in these countries.