Document Type : Research Paper
Authors
1 PhD Student in Curriculum Planning, Department of Educational Studies and Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 Department of Educational Studies and Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran
3 Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
4 Department of Educational Technology, Faculty of Psychology and Educational Sciences, University of Arak, Arak, Iran
Abstract
The aim of the present study is to identify and prioritize the factors affecting the quality of in-service teacher training courses from the perspective of educational experts. This research is exploratory-descriptive in terms of purpose, academic-oriented in terms of audience, cross-sectional in terms of time, and based on a mixed-methods approach. A semi-structured interview with experts was used in the qualitative phase, and a researcher-made questionnaire was used in the quantitative phase. Fuzzy Delphi method was used for screening variables, and ANP network analysis method was used to identify component relationships and determine strategic components. The study population was selected using purposive sampling and snowball sampling method. The sample size was 15 experts. The research findings revealed that, according to the experts' viewpoint, teachers' professional development with a weight of 0.168 is of higher importance compared to other factors. Among the components of professional development, continuous monitoring and support of teachers with a relative weight of 0.274 and a final weight of 0.046 has the highest importance. The results of the research indicate that in order to improve the quality of education, there is a need for continuous monitoring and support of teachers.
Keywords
- In-service training, Teachers'
- Training University, online learning, performance evaluation, lifelong learning
Main Subjects
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