Development of a professional development model for secondary school teachers in Ardabil based on the curriculum (a qualitative study)

Schools are no better than the teachers they teach, and professional development is the key to teachers' progress and professional growth. The present study has been conducted with the aim of developing a model for professional development of teachers in the curriculum in a qualitative and thematic manner. For this purpose, semi-structured interviews were conducted with 14 professors of educational sciences in Ardabil who were purposefully and judiciously selected. In this research, the network of themes method was used. The validity and reliability of the study were evaluated and confirmed using the method of Goba and Lincoln (1985). After completing the interview and coding process, 67 basic themes, 18 organizing themes and 3 comprehensive themes on teacher professional development were identified. The main themes were: 1. Individual factors, 2. Organizational factors, 3. Managerial factors. Examining the models and models presented for professional development of educators and teachers showed that these models did not consider all aspects and components of professional development. Therefore, the present study identifies and presents a model that includes components. The individual, organizational, and managerial triads and the interrelationships between these components are consistent with the characteristics of high school teachers.