توسعه حرفه ای

science and technology Advances challenge managers’ skills and capabilities, and to face these rapid changes, the capabilities of managers must be restructured based on a new and organized program. The aim of the current research is analyzing the cause-effect of the professional development of education managers in the 4th district of Tehran.This research is applied in terms of purpose and mixed in terms of approach. The experts of the statistical community in both stages included academic experts and specialists in the professional development of managers. The research sample selected in a purposeful way and using the theoretical saturation level, the number of 22 people. The data collection tool in the qualitative part was a semi-structured interview. The interview continued until the theoretical saturation reached. Data analysis done by two-step coding method. DEMATEL method also used in the quantitative part. DEMATEL's questionnaire given to 22 experts and the impact of the factors determined.Based on the results of the analysis of qualitative findings, 165 open codes were identified among the concepts in the interviews, which were categorized into 30 categories. Finally, 7 main categories were obtained. And the results of the Fuzzy DEMATEL showed that in the current research, individual factors, stakeholders and human resource management were the causal factors of the model, and educational factors, planning and technology in the education of the disabled factors of the model.Based on the results, it can be concluded that manager’s professional development is necessary to improve the education and training system.

Spatial thinking is a cognitive process that integrates concepts of space, representation tools, and reasoning processes. It serves as the foundation for spatial reasoning, which is defined as the ability to mentally manipulate objects and understand their relationships. To effectively utilize spatial reasoning, individuals must acquire and employ a set of related skills. Proficiency in spatial abilities significantly influences an individual's potential for academic achievement, particularly in Science, Technology, Engineering, Mathematics (STEM) fields. Since understanding many STEM concepts involves comprehending and manipulating objects in space, STEM education necessitates a strong foundation in spatial reasoning skills.One way to strengthen the connection between spatial cognition and STEM learning is through the spatialization of the curriculum. This approach involves designing new curricular materials and providing teacher training to enhance the spatial aspects of content, methods, and delivery. To achieve this, educators need to develop competencies related to spatial reasoning. Teachers must acquire skills that enable them to design and teach scientific concepts using spatial reasoning, allowing them to present scientific ideas in a more understandable and accessible manner to a diverse range of students with varying interests and abilities. Consequently, students can apply these skills to solve scientific problems and address real-world challenges.Given the importance of spatial thinking and reasoning in formal education, along with the current lack of emphasis on their explicit teaching, this study aims to identify the professional competencies required of teachers to deliver instruction based on spatial reasoning. The goal is to support the professional development of educators and promote the development of spatial thinking and reasoning skills among students.

Given the research objective of "identifying the professional competencies required of teachers for spatial reasoning-based instruction," a meta-synthesis approach was used to discover the desired competencies in this area. To this end, the seven-step meta-synthesis process of Sandelowski and Barroso (2007) was followed:Step 1: Formulating the research question The primary research question was: What are the components of the professional competencies required of teachers in spatial reasoning-based instruction?Step 2: Systematic literature searchStep 3: Screening and selecting suitable qualitative studies:  635 sources were found using the indicated keywords. Each source was carefully reviewed by researchers, 170 sources with less relevance to the research question were eliminated after reviewing the titles. Additionally,, after reviewing the abstracts, 182 sources were discarded, leaving 283 sources.Step 4: Critically appraising studies and extracting data: In this step, the methodological quality of the studies was examined, and the CASP[1] tool, was used. As a result, 25 sources were eliminated due to receiving poor or very poor scores from the review process, and of the remaining 258 sources, 40 sources received a moderate score and 218 sources received a good or very good score.Step 5: Analyzing and transforming the findings of qualitative studies: In this step, the 258 selected and finalized sources were reviewed multiple times to identify the separate intra-content findings that the original studies had found, and themes were extracted. To identify themes, the main research question was used as a criterion, and a total of 19 basic themes were extracted.Step 6: Validating the findings Optimization methods for the validity of the findings of this meta-synthesis were considered in four descriptive, interpretive, theoretical, and pragmatic stages.Step 7: Presenting the findings Data analysis was conducted using thematic analysis. All factors extracted from the research were considered as themes. These themes were categorized based on concepts related to the concept of competency in spatial reasoning-based instruction into 19 basic themes, 3 organizing themes, and 1 overarching theme. The basic concepts were placed under 3 organizing themes: knowledge, skills, and attitudes required for teaching using spatial reasoning. The "knowledge" competency included 10 basic themes such as familiarity with terminology related to spatial reasoning, knowledge of the dimensions and components of spatial reasoning, awareness of the history of spatial reasoning, knowledge of the typology of spatial reasoning, understanding the processes and variables affecting spatial reasoning, awareness of basic psychological theories and cognitive processes, familiarity with research on visual-spatial abilities, and more. Additionally, the "skills" competency included 5 themes: visual-spatial skills, spatial reasoning ability, spatial reasoning skills in science, the ability to apply different approaches to teaching with spatial reasoning, and spatial reasoning assessment skills. Finally, the "attitude" competency encompassed 4 themes, including a tendency towards critical spatial reasoning, interest in consciously practicing spatial thinking, a positive attitude and beliefs towards using spatial reasoning in teaching, and a positive attitude towards spatial reasoning-based curricula. All these themes were placed under the overarching theme of "competencies for teaching using spatial reasoning."

The overall objective of this study was to investigate the competencies required of teachers for spatial reasoning-based instruction. The results showed that these competencies can be categorized into 19 basic themes, 3 organizing themes, and one overarching theme. Teachers or instructors who intend to use spatial reasoning in their teaching need to acquire and develop knowledge, skills, and attitudes in this area. These findings can be used as a basis for developing training programs and improving the quality of teaching in the field of spatial reasoning. This study provides a comprehensive framework for understanding the competencies required for teachers to effectively integrate spatial reasoning into their instruction.

Teacher professional development is a continuous process through which teachers adapt and grow in accordance with their abilities and the needs of the changing times. Today, teacher development is not only about mastering science and teaching abilities, but also about mastering technology. One of the innovative ideas for improving education in the 21st century is to rethink education and curriculum development by integrating information and communication technology with educational content knowledge in a systematic way. This integration enables teachers to effectively incorporate modern technology tools and resources into their teaching practices, increase the overall quality of education, and prepare students for the needs of the digital age.

The present study is a narrative review study and was conducted with the aim of investigating and analyzing the role of Technological pedagogical content knowledge in teachers' professional development. Scientific articles published on Internet databases were used to collect information.  

The research findings showed that Technological pedagogical content knowledge, by creating competencies in technological knowledge, educational knowledge and content knowledge, educational content knowledge, technological content knowledge and technological educational knowledge, leads to a teacher's appropriate understanding and representation of education and teaching along with the use of appropriate technology, and also creates different roles for teachers and transforms educational experiences and educational processes.

Overall, according to the research findings, it can be said that professionalization is a continuous process through active participation in practice. Teachers cannot struggle alone to achieve this goal, but need to be supported by various parties. Hence, education systems should seek to provide opportunities for teachers to develop their professional skills in-service to maintain high standards of teaching and to retain a high-quality teacher workforce. Technological educational content knowledge is a unique type of expertise that drives teachers towards professional development.

Human capital that helps organizations achieve their long-term goals is the most important and valuable asset of any organization (Patidar, 2016). Organizations need talented, intelligent, competent and capable human capital in different fields to overcome challenges (Gold Smith, 2011). However, studies show that many organizations lack the necessary skills and ability to maintain their employees, as the assets of the organization, and even in developed countries, the waste of talent and abilities of the people has caused delays in achieving the long-term goals of organizations (Groves , 2019). Therefore, one of the characteristics of an effective organization is to address the cultivation and empowerment of human resources, which can lead to fruitful efforts in the organization (Chia, 2017). Universities not only play a major role in the development of society through their publications, but they also participate in the intellectual life of the society by giving advice to the government and the industry sector, as well as promoting analytical and critical thinking by professors (Khajaei, Droudi, Moradi and Hosni, 2014). Therefore, the need to pay attention and empower human resources, especially its educational aspect, i.e. faculty members, is more important (Atafred and Samani, 2009). One of the effective ways to nurture and support professors and faculty members of universities is to pay attention to their professional development (Estepp, Roberts & Carter, 2012).
Professional development of faculty members of universities and higher education institutions is the key to improving the quality of higher education. In order for universities to succeed in the three areas of education, research and service delivery, they should strengthen the capabilities of faculty members. Such strengthening can be achieved through their professional development (Rahimi Kincha et al., 2019). Professional development is the outcome of the curriculum of the work environment and cannot be achieved without attending to it (Motamadi and Mousavi, 2019). Therefore, it is necessary to pay attention to the work environment and curriculum in professional development. Therefore, the current research seeks to know the indicators and components of the work environment curriculum for university professors.

The present research method is meta-synthesis. Meta-synthesis or qualitative meta-analysis tries to analyze the relevant studies and resolve the contradictions, while integrating the results to identify the main issues for future research (Cooper & Hedges, 2009). One of its goals is to create generalizations by combining the results of experimental research. Content analysis was used for the synthesis of relevant scientific documents. The data obtained from this research were analyzed through open, axial  and selective coding. In this research, in order to analyze the findings of the six-stage model of Roberts' research synthesis including the stages; 1- Identifying the need, conducting a preliminary search, clarifying the need, 2- Conducting research in order to retrieve studies, 3- Selecting, refining and organizing studies, 4- Developing a perceptual framework and adapting it to the information obtained from the analysis, 5- Processing, synthesis and interpretation to form tangible products, and 6- presenting the results(Gholampour et Al, 2019). Four evaluators were used to recode the findings through Scott's method to ensure the validity of the coding method (Scott, 2012). Inter-rater agreement was 81.77%, which is considered appropriate.

Data analysis led to the emergence of five dimensions, 16 axes and 59 indicators including the dimensions of educational strategies and programs (including indicators such as needs assessment, network learning, self-management, coaching and mentoring, paying attention to life-long learning skills and transformational leadership), knowledge management (increasing knowledge and acquiring knowledge, sharing knowledge, transferring and spreading knowledge), professional ethics (including indicators of attention to personality and cognitive characteristics), organizational and occupational commitment), research-oriented (valuing research findings and research results, giving quality to project programs and applied research and paying attention to the research spirit of professors) and networking and creating learning communities (including such axes as intra-university and external networking university). 

University professors are known as the most important element among organizational human resources in higher education. Addressing their professional development and modernization is one of the most important goals of human resources management in higher education because it directly and indirectly relates to all the goals of higher education. There have been various approaches for the professional development of professors, among which the curriculum of the work environment is considered by many international organizations as a new approach for organizational development. According to the results, paying attention to individual, organizational and educational indicators transforms the professional development of professors.

Knowledge of educational content is important to help students to implement motor skills and instructors to help students. The purpose of this study was to examine the effect of educational content knowledge on the performance of fourth graders in table tennis forehand and selective attention. 

For this study, 40 students with an average age of 10.73 and a standard deviation of 1.12 were randomly selected and divided into two groups of experimental and control groups (N=20). The experimental group received instruction on table tennis forehand skills from a teacher for 6 sessions lasting 90 minutes each. The teacher then participated in a six-hour workshop and taught the same skills to the control group. The test included accuracy in table tennis forehand performance and the Stroop test.

The results indicated that the effect of the test and test*group was significant for both variables. While there was no initial difference between the groups in the pre-test, the post-test and retention results showed that the experimental group outperformed in both variables compared to the control group.

These findings suggest that content knowledge workshops can enhance the performance of learners. Therefore, implementing such workshops in sports and physical education can be beneficial.

The present study was conducted with the aim of investigating the relationship between digital literacy and transformational leadership with the professional development of teachers with the mediating role of self-efficacy.

This study is practical in terms of purpose and and descriptive-correlational in terms of method and based on structural equations. The statistical population included all the Public School teachers of Silvana city in the academic year of 2022-2023, using stratified random sampling method, 256 people were selected as a statistical sample for the study based on Morgan's table. To collect data from four standard questionnaires of transformational leadership Bass & Avolio (2000), self-efficacy Schannen & Moran (2002), professional development Godali (2016) and digital literacy (Open University 2012), which was provided by the Open University under the title of Digital Literacy Assessment Checklist was used. The collected data were analyzed using Pearson's correlation coefficient and structural equation model by SPSS 24 and LISREL 8.8 software.

The findings showed that the direct effect of digital literacy on professional development (0.56) and on self-efficacy (0.49) is positive and significant. The direct effect of transformational leadership on professional development (0.63) and on self-efficacy (0.31) is positive and significant. Also, the research results showed the indirect and significant effect of transformational leadership (0.11) and digital literacy (0.18) on teachers' professional development through self-efficacy.

The results showed that School principals can play a decisive role in increasing the self-efficacy and professional development of teachers by taking advantage of the transformational leadership style and providing the necessary background for acquiring digital knowledge.

This study was conducted with the aim of designing and evaluating an Curriculum program to enhance critical thinking skills among elementary school teachers. The study was carried out within the framework of developmental research and utilized the "Taba-Tyler" curriculum design model. The target population was selected purposefully and included two experts in curriculum planning, two experts in assessment and evaluation, one expert in Persian language education, and one expert in philosophy. The results of data analysis indicated that the designed program consists of 12 main objectives across five key areas: accepting diverse perspectives, evaluating the accuracy and validity of information, seeking reasons and evidence, formulating high-level questions, and fostering open-minded thinking. The program was designed based on the needs of teachers and includes activities such as creative drama, case study analysis, and group work as educational tools. Reflective evaluations revealed that the objectives, educational content, learning experiences, and assessment methods of the program are well-aligned and highly implementable. This research emphasizes the importance of training teachers in critical thinking as an effective step toward cultivating critical-thinking students and fostering a thoughtful society. Finally, it is recommended that this program be expanded to other educational levels as a significant step in promoting critical thinking across all stages of education.
 

Teachers' professional development through action research strategy is an important issue in all workplaces for encountering with complexities of modern society. This phenomenon is also true about education. This study was done with the purpose of qualitative study and systematic review of action research barriers and developing a model for it. In this study, qualitative and meta-synthesis method with the purpose of application has been used. By using purposive sampling of desirable cases, a comprehensive systematic review of documents was undertaken from different database researches and related citations between 2001 till 2023. Theme analysis was used to analyze the qualitative findings of 70 documents. Data, methodological and peripheral triangulation were used to ensure the credibility of the research. The results reveal that action research is a valuable tool for teachers to improve teaching and learning process, to increase pedagogical and instructional knowledge, and to positively impact students’ learning. Furthermore, teachers experiment difficulties in conducting action research as academic and nonacademic barriers. Academic barriers include identification and detection barriers(theoretical, methodical, attitudinal and motivational), executive barriers(managerial, financial, educational, collaborative, professional ethics, technological and creative, environmental and supportive, efficient and expert human resource)  and evaluation barriers(vague evaluation construction and judgement, weakness in noticing information, and barriers related to using results); and nonacademic barriers including individual barriers(cognitive, affective and meta-cognitive), organizational barriers( software and hardware) and extra-organizational barriers(cultural, policy making and educational system). Teachers have problems in doing action research. They don't have sufficient knowledge and skill for doing action research. Also, they don't have necessary resources and support. Additional workload and burden in the part of the teacher, writing anxiety, lack of time, and inadequate knowledge of research methodology are major barriers of teachers in conducting of action research strategy for teachers' professional development. At final, a categorization from barriers of research strategy as a conceptual model was done. Action research as a methodology acts a valuable tool for responding to growing needs of practical knowledge; a bridge between university research gaps and everyday applications; and also a strategy for participation in world competitions

The present research has been conducted with the aim of providing a framework for the use of mentoring by the heads of educational groups in the professional development of primary school teachers in Qaynat city.The approach of the current research is a qualitative approach and the method used is the systematic method of grounded theory. The the participants were selected using purposeful sampling and criteria-based method. Data were collected through semi-structured interviews with 7 people from educational leaders, 9 elementary teachers and 5 educational managers, and in order to analyze the data, coding was done in three stages: open coding, central coding, and selective coding was done. The findings of the research provide a framework that expresses the causal conditions (need for continuous improvement, need to share experiences, compliance with the changes governing the organization), contextual conditions (environmental conditions suitable for implementing mentoring, organizational support and professional conditions), intervening conditions (educational, social, technical, economic and cultural dimensions), strategies (sharing ideas and opinions, presence of a mentor in festivals, classes and workshops) educational activities) and outcomes (increasing professional competences, increasing job satisfaction, expanding effective communication, improving status).

The purpose of the research was to identify the components of teachers' work ethics in the framework of the educational system and its Validating in order to develop their professional status.

The research approach was mixed. In the qualitative part, inductive content analysis was used, and in the quantitative part, factor analysis was used. Qualitative participants were teachers, 17 of whom were selected through an interview with the purposeful index sampling method. To determine the validity, the researcher's self-review method, member checking and data enrichment was used, and to determine the reliability, the simultaneous review method was used. In the quantitative part, the research community included teachers from Chaypare, Peldasht and Chaldaran cities in West Azerbaijan province, 350 people were selected as a sample through Cochran's formula. A researcher-made questionnaire was used to collect data, which was based on the findings of qualitative research. Exploratory and confirmatory factor analysis was used to measure the validity of the questionnaire and Cronbach's alpha coefficient was used to measure the reliability.

The Findings of the analysis in the qualitative part led to the identification of 6 main themes of educational research, teacher network, professional discourse creation, cognitive viability, social management and scientific character building. The results of the quantitative part also showed that the questionnaire has the necessary validity and reliability. The main unit or measure was confirmed with 6 factors of 40 indicators and finally a tool was introduced to measure the dimensions of teachers' work ethic in their professional development.

The results showed that the findings of this research can be used in the design and development of teacher competency-based programs in Farhangian universities as well as in in-service retraining courses for teachers.

The current research, which was carried out with the aim of identifying the dimensions of the academic faculty learning community in order to provide a professional development model in the university, is applied in terms of purpose and exploratory mixed-methods in terms of the nature of data. In the qualitative section of the research, which was phenomenological in terms of the collected data, using a purposeful sampling method, 5 people were selected as sample. In the quantitative section of the study, the research population consisted of the faculty members (tenured and non-tenured) of Farhangiān University campuses in Tehran (522 people), from whom 220 people have been selected using stratified sampling method. The data collection tool was a semi-structured interview in the qualitative section and a researcher-made questionnaire in the quantitative section. Cronbach's alpha and construct validity were used to determine the validity of the measurement tool, and in the qualitative part, frequent comparison of codes and experts' advices were used. Qualitative data analysis has been done using thematic analysis and quantitative data analysis was done using descriptive statistics, confirmatory factor analysis and fit indices. Findings in the qualitative section of the study included 4 main dimensions (i.e., 1. common goals and vision, 2. collective learning, 3. common professional action, and 4. common professional reflection) and 9 sub-dimensions, based on which the final research model was presented. In the quantitative section of the study, the results of U Mann Whitney test showed that the current state of the components of the learning community among the professors is not desirable. Also, the results of the confirmatory factor analysis have shown that the dimensions have sufficient factor loadings to predict the learning community of academic staff members, and the fit indices of the model showed that the developed model has a good fit.

Knowledge is considered the main pillar in educational systems and teachers are the driving force of knowledge production, believing in the fundamental role of education in the development of society and the role of universities in regional development and the need for universities to adapt to the latest technological changes. And knowledge, professional development and increasing the knowledge and skills of lecturers seems to be necessary. The aim of the current research is to provide a model of professional development of lecturers of the University of Applied Sciences with the approach of the fourth-generation university.

The present study is of qualitative type and its method is research synthesis. The data have been collected by reviewing the literature and theoretical background through a systematic search of the library resources of theses and articles in the databases. From ERIC, ScienceDirect, Scopus, Springer, Magiran, IranDoc, domestic researches in 2016-1403 and foreign researches in 2018-2024 have been identified and 53 researches have been selected for review and analysis. To analyze the data, the content analysis method of coding and categorization has been used. To verify the validity of the findings, the reliability criterion of peer description has been used to ensure the reliability of social adequacy, for the verifiability of writing reflective notes and purposeful sampling has been used. 

Based on the findings of the research, the professional development of university lecturers in three dimensions of knowledge (specialized knowledge, information technology knowledge, educational knowledge), character (individual ethics, organizational ethics) and action (interpersonal communication, intra-organizational communication, external communication) organizational) can be separated.

Politicians and educational planners can use the derived conceptual model to take appropriate measures for the professional development of teachers and to improve the quality of education. Teachers will also be able to use the existing model to increase their competencies and update their knowledge and skills. Take advantage of what is suggested. By implementing empowerment and knowledge enhancement programs, working in research centers, science and technology parks, and professional development centers, and membership and cooperation in scientific committees and associations, provide the professional development and growth of themselves and the organization.

The current research examined different models highlighting teachers’ digital competencies, adopting a critical approach and validating a comprehensive framework of digital competencies for teachers in the context of Iran, using a systematic review method and searches in reliable scientific databases. To this aim, ten digital competency models were analyzed using an analytical-comparative technique. The results indicated that the competencies presented in these models exhibit slight differences from one another, yet they are consistent in the type of competency classification. Ultimately, the European Union model was selected as a comprehensive framework for teachers' digital competencies. This model was then validated within the context of Iran's education system using the Delphi technique. Additionally, the research discussed and investigated the factors contributing to the highlighting or neglecting certain competencies in the professional development process of teachers.

Professional development is one of the approaches of educational management that has received attention in educational systems today. Therefore, the main goal of this research was to investigate the relationship between the professional development indicators of Farhangian University lecturers and background variables (gender, education and service history). The present research method was quantitative (descriptive-correlation) and practical in terms of its purpose. The statistical population included 214 lecturers of Farhangian University of Alborz, and 136 people were selected as the sample size based on Cochran's formula. Also, the sampling method was a random stratum with respect to the share of each stratum. The research tool was a researcher-made questionnaire that was designed based on the literature and research background. To determine the validity of the questionnaire, content validity was used and reliability was calculated with Cronbach's alpha coefficient and the value was 0.89. Descriptive statistics (frequency, percentage and mean) and inferential statistics (independent t-test and analysis of variance) were used for data analysis with Spss24 software. The findings showed that there is no significant relationship between professional development and gender (P<0.05). The relationship between professional development and education level was also not significant for the learning component and for other professional development components. Also, the results of the one-way variance analysis according to the work experience of the individuals showed that the significance value for the components of guiding the teaching and learning processes, guiding innovation, improvement and change and development of Farhangian University lecturers is less than 0.05, as a result, there is a significant difference between the mean of the components according to the work experience of the individuals. There is. There was no significant difference for other main components of the professional development.

Vocational learning has its dimensions and components that need to be identified prior to their use in the design of a model that could help with the improvement of such learning. To this end, and with a special attention to technical high schools in Iran, a group of 17 experts on the subject was interviewed. The gathered data were content analyzed and a set of 37 components in five dimensions of professional interactions, knowledge management and sharing, personal and group learning, cooperative and supportive leadership, and self-learning were derived. The validation process of dimensions and components showed that the participants had the highest measure of agreement on the supportive and cooperative leadership (0.882) while the lowest measure of agreement was on knowledge management and sharing (0.715). The overall agreement on the validity of the model was estimated to be 0.813 which can be considered as high, and suggestive of both administrative and research initiatives that are given.

The present study aimed to develop and validate a professional development model for high-school principals. This was an applied and cross-sectional research in terms of objective and time, respectively, and had a mixed method (qualitative and quantitative). The participants in the qualitative section included 22 experts related to the research topic in North Khorasan Province, selected by purposive sampling. Data obtained from semi-structured interviews were coded and their validity and reliability were approved based on the experts' and participants’ opinions and the agreement coefficient (CVR=0.87), respectively. The statistical population in the quantitative section included 1957 high-school principals in various academic semesters during 2019-2020, 322 of whom were selected by cluster sampling based on Morgan’s Table. The research tool was a researcher-made questionnaire. The validity of the questionnaire was confirmed based on professors’ opinions and its reliability was approved at a Cronbach’s alpha of 0.88. From the perspective of the experts, the six dimensions of professional development included educational leadership, strategic leadership, communication management, organizational management, and ethical leadership, professional development and 14 components were management on learning and teaching, creating a favorable learning environment, curriculum evaluation, vision drawing, continuous improvement of schools, effective communication, relationship with stakeholders, operations management, resource management, individual and team leadership, professional ethics, principles, and Islamic ethical norms, development of their profession and development of human resources profession

Lesson study is one of the researches focused on school and curriculum that can promote teachers'''''''''''''''' professionalism in participatory process on the one hand and improve students'''''''''''''''' learning and academic progress on the other hand. Purpose of this study was to analyze the professional development process based on lived experiences of lesson studier teachers. The research method was qualitative using phenomenological approach. The study population included all lesson studier teachers who had achieved success in the field of study, experts who had written articles and books on study. Using purposive sampling method and after conducting ten semi-structured interviews, we achieved theoretical saturation in the data. Five main categories emerged, including approach, culture, technical core, tools and consequences, and finally the research model was drawn based on a systemic approach. Studies are conducted in the context of a specific culture with the characteristics of teamwork, liquidity and collaborative learning. The purposeful learning approach is process-oriented, creativity-oriented, and with tools such as teacher reflective thinking, communication, research, and problem solving, it leads to the improvement of teaching methods, facilitating, and deepening learning. Results of these processes have consequences for teachers and students such as professional development, job satisfaction, and enjoyment of learning.

The aim of this research was to formulate a model for predicting innovative behaviors and professional development of teachers based on the transformational leadership components of managers. The study is a descriptive and correlational research. The statistical population includes elementary school teachers in Khorramabad city in 2021-2022 (N=1500 including 700 men and 800 women), from among whom, 306 people were selected as a sample using the Krejcie and Morgan table and based on stratified sampling method. To collect data, Bass and Olive's Transformational Management Questionnaire (1997), Kanter's Innovative Behavior Questionnaire (1998) and Nova's Professional Development Questionnaire (2008) were used. Data were analyzed using SPSS software, version 22, applying descriptive and inferential statistics methods. The results of the Pearson correlation test showed that there is a positive and significant relationship between transformational leadership and innovative behaviors and professional development of teachers and its components. According to the results of the step-by-step regression, among the components of transformational leadership, the two components of personal considerations and ideal influence are suitable predictors for innovative behaviors and, among the components of transformational leadership, the two components of inspirational motivation and mental persuasion are suitable predictors for the professional development of teachers. Consequently, a transformational manager, having the characteristic of individual consideration, and by taking into account the individual differences of teachers, and according to their needs for new experiences and innovation, gives them new responsibilities, can stimulate them and in this way does not deprive them of any kind of guidance and support, and has a friendly relationship with them.

The aim of this study was to identify the dimensions and components of teacher professional development according to the patterns and models of teacher professional development.The approach of the present study is qualitative and its method is meta-combination based on the model of Ervin et al(2011).The research community consists of 276 scientific-research articles published in prestigious scientific journals that in the period of 1392 and 2008 have been in the field of professional development of teachers and provide a model in this field. The research sample includes 29 studies that have been purposefully collected and selected based on thematic monitoring of data.The dimensions and components of professional development were classified into 5 dimensions and 22 axes. These dimensions include individual,organizational,socio-cultural,strategic,contextual and obstacles and challenges. By considering these axes, educational policy makers can provide the basis for improving and designing a local model of professional development for teachers.

Physical education teachers in schools are one of the important components of the implementation of education and training in the form of physical activity. In order to achieve educational goals, there is a need to take effective measures in line with their professional development during their student days at Farhangian University. Therefore, the current research was conducted with the aim of designing a professional development model for physical education teacher students. This research is a qualitative research with a basic exploratory nature. The participants in this research were faculty members of physical education at the Farhangian universities of the country. Sampling in this research was done through purposeful sampling and snowball method, and theoretical saturation was achieved after conducting 11 interviews. The data obtained from the interviews were analyzed in three stages of open, central and selective coding, which determined 77 concepts, 34 categories and 15 theorems. Based on the obtained results, causal factors (factors related to professors, facilities and management factors), background factors (individual characteristics of students, qualitative level of students) and intervention factors (economic limitations, attitudinal factors) were identified and finally the strategies and consequences of the professional development of student teachers of physical education were presented.