چکیده:
In recent decades, a shift in approach toward the professional growth of teachers has occurred. This means that educational orientation has shifted from the transfer of knowledge and skills to a method where teachers enhance their own knowledge through the creation of unique learning opportunities. This type of learning is the result of teacher initiatives and is a process that begins with determining the teacher's internal needs and plays an essential role in determining the effectiveness of professional growth programs. The present research was conducted with the aim of examining the current status of teachers' self-directed learning as a new approach in professional development. In this research, the research method is descriptive of the survey type. The statistical population of this research includes teachers in District 14 of the Ministry of Education in Tehran, where a simple random sampling method was used. The required data were collected through a self-directed professional growth questionnaire. Data analysis using a one-sample t-test showed that, from the respondents' perspective, the status of high school teachers' self-directed professional growth is at a high level. Additionally, high school teachers' self-directed learning under the components of intrinsic, extrinsic, and research orientation toward learning is at an appropriate level, and in the component of peer orientation toward learning, it is moderately appropriate.
خلاصه ماشینی:
Self-directed learning, in-service professional growth, teacher professional development 1 - Master of Educational Management, Shahid Sattari University of Air Science and Technology (Corresponding author, Darushmehri@yahoo.
From this perspective, self-direction is a way through which human resources (including managers, organizational staff, school teachers, and university teachers) based on the evaluations they perform on their professional performance, attain the necessary knowledge—not as additional or marginal knowledge, but as essential knowledge at the center of their own growth and organizational performance improvement; furthermore, the possibility of continuous access through a means with the flexibility and dynamism of self-direction prevents the expenditure of costs and resources for providing classic training 1 -Hien 2 -Castro 3 -Davini 4 -Vonk is prevented (Ahenchian, 1383).
However, the traditional teaching method transfers a combination of information and concepts to teachers and leaves them to themselves in analyzing, prioritizing, and organizing new knowledge, which is a requirement for critical thinking and problem-solving and leads to effective, independent, and meaningful learning; therefore, the self-directed learning process, which has a longer history than the emergence of formal education and in its relevant background has appeared with terms such as independent learning, self- 1 - Chien 2 -Joyce planned, autonomous learning, self-learning, and self-study has appeared, has been neglected (Hiemstra 1, 1996).
Generally, professional development means that teachers update their knowledge, attitudes, skills, and abilities in relation to their duties and roles, such as teaching, research, and evaluation, in accordance with environmental and technological changes so that they can be efficient and effective in carrying out the process of educating students.
In examining the third question, the research result showed that there is no significant difference between teachers' self-directed learning when categorized by their demographic components (teaching experience, age, educational level, and field of study).
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