Document Type : research paper
Authors
1
. Associate professor, Ph. D. in educational psychology, department of psychology, Payame Noor University, Hamedan, Iran
2
M. A. in educational psychology, department of psychology, Payame Noor University, Hamedan, Iran
Abstract
The aim of the present study was to examin the solutions for professional development of elementary school teachers in Lalegin. To this end, from among 175 elementar teachers, 110 were selected based on cluster random sampling procedure. To collect data, a researcher-made questionnaire was used. The questionnaire was a Likert-type instrument with five options. Using descriptive statistics (e.g. mean, SD, frequency percentage, etc.) and inferential statistics (e. g. Kolmogorov-Smirnov test, and one sample T-test etc.) the data were analyzed. The results showed that there is a significant difference between the traditional and alternative approaches. From among traditional models, supervision of the teacher in the classroom, in-service, and clinical supervision are the main priorities respectively. From among models of alernative approach, cooperative, using radios and virtual space, and professional development schools at precession models are of the highest priorities. Teacher networks at precession, school improvement plan, action research, inter-institutional collaboration, increasing teacher participation in new roles, professional development opportunities, other university-scools partnerships, skill development, reflective models, change-oriented staff development, other forms of distant education, project based, and self-directed development models are the next priorities respectively. In conclusion, curriculum developers are advised to do surveys to find priorities for teachers’ professional development.
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