Feasibility study of implementing effective teacher professional development curriculum

Subject Areas : Education

mohsen abdolahi ^{1 *} , mahbobe arefi ² , kourosh fathi ³ , abasalt khorasani ⁴

1 - Ph.D. Of Curriculum Studies, Shahid Beheshti University, Tehran, Iran
2 - Associate Professor of Curriculum Studies, Shahid Beheshti University, Tehran, Iran
3 - Professor of Curriculum Studies, Shahid Beheshti University, Tehran, Iran
4 - Associate Professor of Curriculum Studies, Shahid Beheshti University, Tehran, Iran

Received: 2022-04-20 Accepted : 2022-11-25 Published : 2024-02-20

Keywords: Feasibility Study, Curriculum, Teacher Professional Development,

Abstract :

Introduction: The aim of this study was to evaluate the feasibility of implementing a curriculum for the development of effective teacher careers in the Iranian educational system.

research methodology: This research is applied in terms of type and qualitative research method (grounded theory) and it was done in 2021. The statistical population includes experts and practitioners in the field of professional development of teachers, whose method of selection was targeted by the type of snowball. To select the participants in the research, two criteria of scientific expertise and practical experience in the field of teacher education were determined. Data collection was done through semi-structured interviews. After 21 interviews, the categories were repetitive and theoretically saturated. The research data was analyzed and categorized through an encryption process based on the Glaser design of data theory. Lincoln and Guba approaches were used, including: acceptability, transferability, reliability and verifiability.

Findings: The results were formed in the form of a conceptual model as follows:  Needs (realization of educational system, updating of teacher capabilities, complex and flexible role of teacher, reform, teacher growth and student improvement), Effective factors (personal and environmental), barriers (importance and priority, quantity, quality and time) and outcomes (teachers, programs and students).

Conclusion: If the professional development curriculum for teachers is designed and implemented effectively, it will update the capabilities of teachers and their individual and collective growth, which will lead to the improvement of students' learning and ultimately the realization of the goals of the educational system.

 

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