Presenting a Model for Enhancing the Professional Competence of Geography Teachers in Iraq Based on a Systemic Approach

Subject Areas :

Mohammed Hamzah Salman Al-Zubaidi ¹ , Hamid Sina ^{2 *} , Khudhair Abbas Jerri ³ , Zohre Saadatmand ⁴

1 - Department of Educational Administration, Is. C. Islamic Azad University, Isfahan, Iran
2 - Department of Educational Administration, Fa. C. Islamic Azad University, Fasa, Iran
3 - Professor, Ministry of Higher Education and Scientific Research, Mustansiriyah University, Baghdad, Iraq.
4 - Department of Educational Administration, Is. C. Islamic Azad University, Isfahan, Iran

Received: 2024-07-06 Accepted : 2024-11-16 Published : 2025-01-01

Keywords: Professional competence enhancement of teachers, geography, Iraq, systemic approach,

Abstract :

Introduction: The objective of this research was to propose an educational model based on a systemic approach to enhance the professional competence of geography teachers in Iraq.

Methodology: This study was applied in terms of purpose and qualitative in terms of methodology, utilizing thematic analysis. Potential participants in this research included geography teachers in Wasit Province, Iraq, who were selected purposefully based on theoretical saturation criteria. The purposive sampling criteria for this study were teachers with a master's degree or higher and at least 10 years of teaching experience in geography. Additionally, prominent geography professors with at least one published article in the field of geography education and educational issues were included in the sample. The coding and analysis method followed the Attride-Stirling (2001) model.

Findings: The findings of this model consist of three main components: input, process, and output. Inputs include knowledge of geography content, general pedagogical knowledge, pedagogical content knowledge, and technological knowledge, which play a fundamental role in improving the quality of education and enhancing the professional competencies of geography teachers. Process factors include in-service teacher training, teacher motivation enhancement, and managerial functions, which contribute to improving education and supporting geography teachers. The outputs of this model include the effectiveness of geography learning, lifelong learning, stakeholder satisfaction, and pluralism, which are interconnected through a feedback loop, creating a coordinated and integrated system.

Conclusion: enhancing teachers' professional competencies not only improves the quality of geography education but also helps nurture a generation that is aware, creative, and responsible toward the environment and society

References:

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