Designing a sustainable professional development model for teachers: ground theory
Subject Areas :Michael Ahadpour 1 , akbari taghi 2 , Husean Tagavi 3 , عادل زاهدبابلان 4
1 - Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
2 - Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabl,
3 - Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.
4 - استاد مدیریت آموزشی گروه علوم تربیتی دانشگاه محقق اردبیلی
Keywords: Sustainable professional development, sustainability, teacher, grounded theory,
Abstract :
Introduction: One of the ways to sustainably improve the professional capabilities and competencies of human resources, especially teachers, is sustainable professional development. The purpose of this research was to design a sustainable professional development model for teachers. research methodology: This research in terms of purpose was applied and method, qualitative based on the Grounded theory approach. The statistical population of the research was all exemplary and expert managers and teachers, educational leaders, and heads of educational groups in Ardabil province, who were selected using purposive sampling, 19 people until the theoretical saturation of the data.The data collection tool was a semi-structured interview, open, axial and selective coding and MAXQDA (2020) software were used to analyze the data. Findings: The results of three stages of open, axial and selective coding show 21 main categories in the form of a paradigmatic model including causal conditions (program characteristics, teacher characteristics, school management and leadership, district management and leadership), context conditions (education system, supply and development of infrastructures), intervening conditions (legal, cultural, social, economic, political), strategies (participation in professional communities, documenting common knowledge and experiences, modeling, coaching, designing a professional path, participation in research ) and consequences (social, organizational, teacher, student). Conclusion: Based on the results of this research, it can be said that many individual, organizational and environmental factors have an impact on the sustainable professional development of teachers, and during the design, implementation and evaluation of these programs, the way they communicate and interact with each other should be considered. It should be considered to increase the stability of the programs and achieve the necessary productivity.
