An Evaluation of The Effectiveness of Teachers’ Professional Development (TPD) in Iran using Akker Spider Web Model

Fouzieh Sabzian, Zurida Ismail, Shaik Abdul Malik Mohamed Ismail, Kourosh Fathi Vajargah

Abstract


Teaching is a complex job, involving classroom management, lesson’s preparation and organization of teaching and learning process, creating and keeping a certain climate, evaluation and feedback. there is consensus on what composes good teaching while teachers have a vital role to any endeavor to grow education. Of course it is very important that not all teachers are effective .The role of the teacher as the exclusive holder of expert knowledge is being worn away by communication technologies. As the social framework of society is changing, the educative role of teachers becomes more complex. Teachers are one of the important foundations of all educational systems. In many countries, extensive programs like maintaining and building good teachers have turned into a fundamental strategy. In fact, teachers' roles and functions are relatively similar in most countries. Usually, teachers are expected to possess all the scientific and technical merits, to dominate course contents and apply appropriate methods and techniques for training, in order to be an appropriate model to educate the youngsters.

 

This paper shows how stakeholders identify the strengths and deficiencies of teachers’ professional development (TPD) with respect to in-service training and according to ten components of Akker Spider Web Model. The aims of this paper are to define evaluation, elaborate educational system in Iran, clarify teacher education, describe effectiveness  teachers’ professional development, explain teaching, state the necessity of evaluation, discuss the necessity of teachers’ training and describe of ten components of Akker Model.


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DOI: http://dx.doi.org/10.5296/ijhrs.v3i3.4218

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