Curriculum Studies in Teacher Education & Development

Curriculum Studies in Teacher Education & Development

Designing a professional development model for teachers based on digital technologies

Document Type : Original Article

Author
Ph.D in Educational Management, Allameh Tabatabaei University, Tehran, Iran.
Abstract
This study aimed to design a model for teachers’ professional development using digital technologies. Adopting a qualitative approach and thematic analysis, data were collected through semi-structured interviews with 20 participants, including teachers, school principals, and educational technology experts in Tehran Province, selected via purposive sampling. Analysis yielded 205 open codes and three central themes: barriers to digital technology use (infrastructural, attitudinal, and technical skills), teachers’ needs (digital literacy, localized content, and access to resources), and strategies (collaborative training, policy support, and motivation). The proposed model consists of three components: hands-on group training to enhance digital literacy, localized educational content aligned with the national curriculum, and policy and motivational support to overcome barriers. By emphasizing localization and barrier reduction, the model addresses gaps in teachers’ professional development. The findings offer practical insights for policymakers, school leaders, and teachers to strengthen digital competencies and improve the quality of education in Iran.
 
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