Components and indicators of professional development of English language teachers: a synthesis based on the Roberts model

Subject Areas : Human Resources Excellence

Fahime Karimi ¹ , aMIN Karimnia ² , Hamid Ashraf ³ , Hossain Khodabakhsh Zadeh ⁴

1 - PhD student, Faculty of Foreign Languages, Department of English, Science and Research Unit, Islamic Azad University, Tehran, Iran
2 - Associate Professor, Department of English, Faculty of Humanities, Fasa Branch, Islamic Azad University, Fasa, Iran (corresponding author).
3 - Assistant Professor, Department of English, Torbet Heydarieh Branch, Islamic Azad University, Torbet Heydarieh, Iran
4 - Assistant Professor, Department of English, Torbet Heydarieh Branch, Islamic Azad University, Torbet Heydarieh, Iran

Received: 2023-10-06 Accepted : 2023-11-05 Published : 2024-06-02

Keywords: English language education, teachers, components and indicators, Professional Development,

Abstract :

The purpose of this research is to identify the indicators and components of professional development of English language teachers. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (124 articles) that have been presented from 2011 to 2023 about the professional development of English language teachers. The sample of the research is 30 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of teachers' professional development in 5 dimensions, 19 factors and 73 categories including personal dimension (moral characteristics, motivation and interest, self-direction, communication skills, lifelong learning skills) and metacognitive skills); Pedagogical dimension (participatory learning, project-oriented, use of hybrid approach, coaching and mentoring), specialized content knowledge dimension (content-educational knowledge, content-thematic knowledge, content-technological knowledge) and program factors dimension (needs assessment, knowledge management, provision of multiple resources, characteristics of professional development programs) and the evaluative dimension of the process (including indicators such as comprehensiveness in evaluation and providing feedback and corrective tasks) were classified.