Analysis of dimensions and components of professional development of physical education teachers based on grand theory

The purpose of this study is Analysis of dimensions and components of professional development of physical education teachers based on grand Theory. The research method was qualitative based on the Ground Theory of Strauss and Corbin's approach to design a paradigmatic model of professional development of physical education teachers. The statistical population was all the selected physical education teachers of the provinces (based on service records and experiences of successful education, members of departments) and professors of Farhangian University in sports sciences, specialists and experts in staff of the Ministry of Education were 500 people and the statistical sample was selected on the theoretical saturation. The research tool was a semi-structured interview, which was used to collect data by 36 experts’ viewpoint. Results was a paradigmatic model of the development of teachers that was consisting of causal, pivotal, intervening conditions, strategies and outcomes. Codes mentioned in the first stage of coding are open coding in several concepts such as Charisma and personality traits, professional ethics, cognitive literacy, athletic skill competence, learning environment conditions, and legal competence are obtained. in the second stage of coding, pivotal coding was identified with the Axial coding was identified with the central category of professional maturity and sub-levels such as functional-behavioral, Occupational and lateral. Finally, the results of effective educational strategies at three levels of Specialized, professional and general, causes the professional development of teachers and specifically the establishment of a capable system of teaching and learning sports in the educational environment .