Identify the components of teachers' professional development

Subject Areas : Education

Leila Moradi ¹ (Group of educational sciences ، P.H.D student of educational administration , islamic azad university of marvdasht , iran)
reza zarei ² (Assistant Professor, Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran)
MOJGAN amirianzadeh ³ (Assistant Professor, Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran)
nader shahamat ⁴ (Assistant Professor, Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran)

Received: 2021-07-14 Accepted : 2023-08-05 Published : 2023-08-23

Keywords: teachers, school, education, learning, Professional Development,

Abstract :

Introduction and purpose: The purpose of this research was to identify the components of professional development of secondary school teachers using a qualitative method.
Methodology: The participants in this section include experts, experts and people knowledgeable in the field of development and professional development of teachers in Fars province, and the selection of people was made by purposeful sampling method and criterion-based technique, with the criterion of having a master's degree and doctorate and at least fifteen years of teaching and research experience in education. It was education that after the semi-structured interview with 23 people, the information became saturated. Data analysis method Thematic analysis is done step by step in six steps, the first step is the initial acquaintance with the interview text, the second step is to create initial codes, the third step is to search for themes, the fourth step is to review the themes, the fifth step is to title the themes, and the sixth step is to prepare the interview report and prepare The table of basic themes is organizing and inclusive; and the findings obtained from the interviews
Conclusion: conducted in eight components are as follows: change skills, communication skills, individual growth, research growth, evaluation skills, organizational growth, educational growth, Information technology.
Results: The results showed that the professional development of teachers helps to improve the activities and tasks of people, in connection with their jobs and specialized professions, which is mainly for the purpose of increasing their knowledge, skills and changing their professional attitudes. By means of that, people can perform their duties effectively and improve the teaching and learning process.

References:

-Adli F.(2021)  Identifying the key components for the establishment of knowledge management for the sustainable professional development of teachers  Research in teacher training. (in Persian).

 - Copur-Gencturk, Y., & Thacker, I.(2021)  A comparison of perceived and observed learning from professional development: Relationships among self-reports, direct assessments, and teacher characteristics.: Journal of teacher education. 72(2), 138-151.

 -Epstein  J. L.(2018). School, family, and community partnerships: Preparing     educators and improving schools. Routledge.

 -Mirza Khani, Ali and Javad Samadi, (2017), The position of teacher training and human resources in the document of fundamental transformation of education, the fifth scientific conference on educational sciences and psychology, social and cultural harms of Iran, Tehran, Association for the Development and Promotion of Basic Sciences and Technologies. (in Persian).

- Nasiri S. Abadi T.  The relationship between multimedia literacy and the professional development of managers of the first education and training district in Sari city: Educational management research. . (in Persian).

-Parsons S A. Hutchison A C. Hall L A. Parsons A. W. Ives, S. T., & Leggett, A. B. (2019). U.S. teachers’ perceptions of online professional development, Teaching and Teacher Education. 82, 33-42               .-Palmer K. & Noltemeyer A.(2019)  Professional development in schools: Predictors of effectiveness and implications for statewide PBIS trainings. Teacher Development,2019. 23(5), 511-528. -Payne  E. C & Smith  M. J.(2018) Refusing relevance: school administrator resistance to offering professional development addressing LGBTQ issues in schools. Educational Administration Quarterly. 54(2), 183-21.-Rayan  C.L. & McAllister  M.M.(2019) Professional development in clinical teaching: An action research study, Nurse Education Today, 2019. S0260 -6917(19)30745-2

-Rifai  Z . Hosni, R.  and Mohammadi, M.(2021) . Teachers' self-efficacy and its relationship with the professional learning community in virtual learning environments: the role of mediator of professional development. Academic Journal of Entrepreneurs5. (in Persian).

- Richter  D. Kunter  M. Klusmann U. Lüdtke O. & Baumert J.(2011)  Profes-sional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education. 27(1), 116-126.

 -Sediqi M. Charayin  M. Wazandeh Del A. Ahmad. (2021). Prioritization of the dimensions and factors affecting the professional development of medical education managers in third generation universities based on the hierarchical analysis model: Journal of Yazd Center for Studies and Development of Medical Sciences. 16 (1) F25-30. . (in Persian).

 -Shahbazi, Zahra and Sharareh Habibi,( 2019), Designing Teaching Models with Emphasis on MMS Model, 2nd International Conference on Innovation and Research in Educational Sciences, Management and Psychology, Tehran, Soroush Hekmat Mortazavi Center for Islamic Studies and Research. (in Persian).

-Taylor K M. & Harding G.(2018) The pharmacy degree: The student experience of professional training. Pharmacy Education, . 7(1).