professional development

Professional ethics is one of the factors of teachers' professional development, which leads to the growth and strengthening of teachers' professional development. The current research was conducted with the aim of the relationship between professional development and professional ethics, considering the mediating role of the application of adult education principles in teachers of Sarayan city.               

This research was applied in terms of purpose and descriptive in terms of correlation type. The research population of all primary school teachers in Sarayan city in the academic year 2018-2019, which are 140 people, and the sample of the research, which was conducted by simple random sampling method, with the Morgan table, the sample size was 103 people. The research tools were three standard professional ethics questionnaires, teachers' professional development questionnaire, and a researcher-made questionnaire on the principles of adult education. The content validity and reliability of the questionnaires were estimated based on Cronbach's alpha coefficient of 0.83, 0.86 and 0.89, respectively. To analyze the data, descriptive statistics (mean, standard deviation) and inferential statistics (one-sample t-tests, correlation coefficient and path analysis) were used in SPSS version 22 software and Lisrel software.

The results showed that the application of the principles of adult education for the second, fourth, fifth, eighth and ninth standards (creating and maintaining a learning atmosphere, measuring and communicating with learning results, evaluating and reflecting on learning and teaching, content knowledge, using educational technology) is mediated. It is a suitable tool for predicting teachers' professional ethics.

setting standards in teacher training programs and applying the principles of adult education in teacher training courses can improve teachers' professional ethics.

A review of the research literature showed that very few studies focusing on teacher development in the philosophy education approach for children have been reported. Therefore, according to the existing research gap in the country, the purpose of the present study is to investigate the role of Philosophy for Children in the professional development of teachers. The approach of this research is inductive and a qualitative method has been used to conduct it. The type of field research and case study method was used. The statistical population of the research was academic staff members and teachers who had research and teaching experience in this field. In the present study, 12 members were interviewed using the purposeful sampling method. Then the data obtained from them were analyzed through open, central and selective coding. The results of the research findings showed that teaching philosophy for children in self-knowledge, respect for others' opinions, reflection on one's own teaching, recognition of students' capacity, student-centeredness, transfer of teaching strategies learned in teaching philosophy for children to Other courses, development of thinking, development of facilitation, development of collaborative research, improvement of communication skills, development of culture, development of dialogue training, development of team work and generally have an impactful role in promoting the professional development of teachers. Considering the individual and social contributions of the method of Philosophy for Children, it is clear that the implementation of this approach will be useful in all educational levels from preschool to university.

The purpose of this study is to identify the characteristics affecting the research independence of students-teachers in order to their professional development.

The qualitative research approach was conventional content analysis. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 16 of whom were studied by purposive sampling of the index type. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. To validate the findings from the method of rich data description and self-review of the researcher and Simultaneous review method was used to determine the reliability of the data.

Findings showed that the components of functionalism(pragmatism, management, utility selection), scientific identity(cognitive synergy, researcher-teacher, scientific self-efficacy, scientific self-knowledge), thinking(rationalism, critique, creativity), Research leadership(research culture, resource making, scientific networking) and attitude cultivation(Strategy building, normativeness, credibility) are the main themes that with 172 primary themes provide the conditions for independent student-teacher research activities.

The results showed that student-teachers by creating a positive mentality towards research activities, develop their scientific capabilities and guide the process of governing these ideas.

Ethical climate is the important part of space or organizational culture which affect on staff and also on the efficiency of their work. The present study has been done with aimed to investigate the relationship between ethical climates of organization with teaching ethic; the role of mediator of professional development.
The current research method is descriptive-correlation. The statistical population includes all employees of Razi University. Among all, 245 employees were selected by stratified random sampling method. Data were gathered through three questionnaires; the ethical climate, ethic of teaching and professional development. Data were analyzed by Pearson's correlation and to measure the strength and power the impact ethical climate and professional development on teaching ethics, the structural equation modeling based on statistical software LISREL was used.
Results of structural equation modeling showed that; there is significant positive relation between ethical climates and teaching ethics (0/63). The relationship between these variables and professional development (0/82) is positive and significant. The relationship between professional development with teaching ethics (-0/08) is not positive and significant. Also, the relationship between ethical climate with teaching ethics with role of mediator of professional development (-0/06) is not positive and significant.
Considering the ethical climate can be the important strategy to development of teaching ethics to faculty members in University.