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This purpose of this study was offering a systematic review and a meta-synthesis of the theoretical patterns and studies conducted with the aim of contrasting and comparing teacher training in Iran and worldwide. The approach used in this study included discretional qualitative research synthesis which was fulfilled through content analysis and meta-synthesis. The total corpus for this study included studies, books, and theses conducted with contrastive goals in the field of teacher training in Iran and abroad during 2000 and 2017. The sample corpus included more than 10 books on contrastive education that was published in the past 15 years in Iran, 3 books in English, 35 studies, theses, and research in Persian and English. A conceptual framework was then formed based on the results for contrasting the teacher training systems which included 3 main aspects: a comprehensive program of education, social patterns and economic patterns.

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Flipped classroom is a way to create positive changes in education; therefore, in the present study we tried to offer a comprehensive operating model of implementation of this method based on research synthesis. The corpus of this study consisted of all scientific articles published about the implementation of flipped classroom. From this corpus 1084 papers were identified through constant searching of the scientific data bases and a total of 100 articles were selected for the final analysis. A researcher-made worksheet form was used for the purpose of reporting and submitting information. The obtained data were analyzed through six-step model for meta-synthesis Roberts using Open and axial coding techniques. According to the findings Curriculum Design in the flipped classroom includes a change in the structure of classroom which has defined different and new roles and responsibilities for teachers and learners.

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workplace curriculum as an emerging aspest of curriculum discipline, attempt to apply the finding of this field of study in workplace learning. The purpose of this research is to examine the different dimensions of the workplace curriculum in the related studies and present a workplace curriculum model. Research methodology is thematic research synthesis and research community is All published document in the field of workplace curriculum from 1993 to 2017 in seven valid databases. The content of the documents was categorized and organized by using MAXQDA (18). Based on the results, the workplace curriculum as main theme has four themes: "aspect", "effective factors", "constructive elements" and "expected outcomes". Each of the themes also has a variety of levels that have been used in workplace curricuum model. The proposed model has influential factors, the curuculum cycle, and the output of the workplace curriculum.