نوع مقاله : علمی - پژوهشی
نویسندگان
1 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
2 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران .
3 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective: Sustainable professional development of teachers is a lifelong, participatory, action-based, research-based and reflective learning process that enables continuous teacher empowerment. Professional development is a permanent and sustainable process that helps teachers acquire the knowledge and skills necessary to start a teaching career and develop these abilities and skills during their service. The aim of this study was to identify the strategies, outcomes and barriers to sustainable professional development of teachers.
Materials and Methods: This study was applied in terms of purpose and qualitative method based on inductive content analysis. The statistical population of the study was all documents, articles, booklets, chapters and reports in the external databases Doaj, ResearchGate, MDPA, Science Direct, Emerald, Elsevier, Springer, Taylor & Francis, ProQuest and Google Scholar. The research period was between 1990-2024. As a result of the search and after screening, 38 sources related to the research topic were selected. Maxqda software (2020) was used for content analysis and data coding. To validate the results obtained, four reliability criteria were used, including credibility, reliability, confirmability, and transferability. The Critical Assessment Skills Program (CASP) tool was also used to control the final quality of the research.
Discussion and Conclusion: During the process of coding, summarizing, and categorizing the data, teachers' sustainable professional development strategies were classified into 10 main categories: participation in professional learning communities, documentation of shared knowledge and experiences, networking, in-service training, role modeling, coaching, individual professional development, participation in research, collaborative professional development, institutionalization, outcomes in 4 categories: social, organizational, teacher, student, and barriers in 3 categories: organizational, individual, and extra-organizational. The results of the study showed that for teacher professional development programs to be sustainable, they must be continuous and effective over time and have a positive and lasting impact on teachers' professional learning. Participation in professional learning communities includes the categories of teachers' participation in conferences and seminars and participation in school educational groups. Documenting shared knowledge and experiences includes categories such as creating a common vision, sharing shared knowledge and experiences, professional dialogue in collaborative and cooperative groups, and team teaching. Networking is formed by teachers' participation in professional networks, teacher social networks, and national and international networks. In-service training is carried out through the preparation of a training strategy, participation in training workshops, and in-person and online courses. In role modeling, experienced administrators and teachers develop professional learning as lifelong learning models. Coaching includes peer coaching, in-classroom coaching of teachers, and in-person and online coaching. Individual and collaborative professional development of teachers is carried out in the form of continuing education at the postgraduate level, observing peers, collaborative learning and receiving support and feedback from them. Participation in research includes action research and teacher self-directed research and institutionalizes the process of acceptance, transition, routinization and expansion of programs in the organization's operations. The outcomes of the programs include organizational capacity building, improving organizational performance and productivity, developing training and promoting collective self-efficacy of teachers, increasing motivation, changing attitudes and beliefs and improving teacher professional competencies and changing attitudes, increasing self-efficacy, increasing self-confidence and improving student academic achievement. Organizational barriers such as structural barriers, lack of resources, poor leadership and staff turnover, individual barriers, low motivation, negative attitudes, burnout and high workload of teachers and external challenges such as financial issues, changes in policies, social inequalities and cultural-ethnic context are among the challenges facing the programs. Based on the research findings, it is recommended that educational policymakers, administrators, and teachers develop professional learning communities, professional networking, role modeling, coaching, and research-based learning at the school, regional, and national levels, and design an individual and collaborative professional development path to increase the sustainability of programs and achieve the expected outcomes using the aforementioned strategies.
کلیدواژهها [English]
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