Evaluation of the dimensions of professional development program for teachers in the field of nanotechnology from the viewpoints of Isfahan teachers

This study evaluated the teachers’ professional development program in the field of nanotechnology in Isfahan by descriptive research methodology. The research population was consisted of 4379 teachers of Isfahan. By using random sampling method, proportional to size (based on the six districts of Isfahan) and by using Cochran formula, 354 teachers were chosen. In order to collect data, the teacher professional development questionnaires in the field of nanotechnology were distributed with four dimensions. The validity of the questionnaires was obtained as 0.82through Cronbach’s alpha coefficient. After collecting data in the first step, questions of the four fields of professional development related to the purpose, content, methods and evaluation were identified. In the second step, questions of the questionnaires were developed and implemented. The obtained data from questionnaires was extracted and analyzed by using Uni-variate t-test, Friedman test and multi-way ANOVA and SPSS software version 19. The obtained results from statistical analysis were as follow: all options related to the purpose, content, methods and evaluations were higher than average (hypothetical mean of 3). Features of curriculum for teacher professional development in the field of nanotechnology in terms of educational level showed significant differences. However, in terms of the field of study variable, no significant difference was observed in respondent's comments.