Document Type : research paper
Authors
1
PhD Candidate of Curriculum Development, Department of Educational studies and curriculum planning, Faculty of Islamic Education, Sciencee and Research Branch, Islamic Azad University, Tehran, Iran
2
Asisstant Professor, Department of Educational studies and curriculum planning, Faculty of Islamic Education, Sciencee and Research Branch, Islamic Azad University, Tehran, Iran
3
Associate Professor, Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allame Tabataba’i University, Tehran, Iran
4
Asisstant Professor, Department of Educational Technology, Faculty of Psychology and Educational Sciences, University of Arak, Arak, Iran
Abstract
This study aims to investigate the impact of in-service training on teachers' professional development by analyzing its components, contextual factors, and patterns.The purpose of teachers' professional development is to enhance the quality of education and student upbringing through teacher empowerment. This study is a systematic review. The research field encompassed all studies conducted in the domain of in-service training for teachers. Due to the extensive scope of research topics, purposeful sampling was utilized to collect data from reputable Persian and international databases such as ScienceDirect, SAGE Pub, ERIC, Wiley Online Library, Springer, Google Scholar, Noor Specialized Journals Database, the Iranian Scientific Information Database, Magiran, and Irandoc. Inclusion and exclusion criteria were established for the process of article selection. Inclusion criteria included topical relevance, recency, and reliability (in terms of methodology). Exclusion criteria considered factors such as low journal ranking, outdated publication years (for domestic articles 2016-2024 and for international articles 2018-2023), topic and content redundancy, unreliable research methods, secondary sources, and articles not written in Persian or English. The findings of the study indicate that in-service teacher training programs should include components of competency, knowledge, practice, and commitment while fostering teachers' professional development. Moreover, the design of these programs should draw on adult education models, continuous learning, self-study, and self-directed teacher learning. Evaluating the effectiveness of in-service training programs should not be limited solely to the domain of teachers' professional knowledge. Instead, these programs should impact other aspects of teachers' professional development, including their interactions with students and colleagues, as well as their practical skills and critical thinking abilities, ultimately leading to improvement in these areas.
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