A Look at the Dimensions and Characteristics of the Professional Development Model of Teachers in Khuzestan Province

Abstract

The main objective of this study was to analyze the dimensions and components of the teacher professional development management model. The present study was classified as an applied study in terms of its purpose and in terms of the nature of the data and the style of analysis, and was conducted using the meta-synthesis method. The data collection method in this study is based on documentary information. The research data were collected and analyzed using the meta-synthesis method. In order to collect data related to the research, all studies conducted in the field of teacher professional development and then extract and identify the components affecting it in these studies, the seven-step method of Sandolskie and Barroso (2007) was used. The research findings showed that for teacher professional development, at least 8 basic dimensions should be considered. These dimensions are: teaching, training, facilities, evaluation, content, technology, expertise, and in-service period. In addition, the components and needs related to each of these factors have been examined and extracted in the form of educational needs and non-educational needs. Based on the results, it can be said that teacher development has different dimensions, so education system planners can pay attention to these dimensions and take action to increase and better manage teacher development.