Representation of Teachers' Successes and Failures in Continuing Education: Developing a Grounded Theory

Document Type : Original Article

Authors

Associate Professor of education management, University of Kurdistan Corresponding author

Abstract

The present study aims in perceiving teachers’ experiences of success and failure in continuing education and constructing a grounded theory based on the perceptions of the participants. This research was conducted with an interpretive and qualitative approach. Research field was the city of Sanandaj, and the participants were 38 teachers who had the experience of continuing education after employment in education. A semi-structured interview charter was used for data collection. Data analysis was conducted in the form of a three-step coding process. Analysis of interviews demonstrated that issues related to continuing education can be categorized into the following topics: overload (such as personal and family problems, physical and mental tiredness, education costs); simple expectations (lack of support from departments and schools; inconsistency with expectations of education departments, decreasing the quality of teaching, teachers’ underwork in the school, unwillingness to continue education); changing education pattern (tendency towards course-based rather than research-based education, non-attendance at classes, tendency towards universities with tuition fees, academic dropout and expulsion from university) And lack of professional development (failure to complete thesis, credentialism). The results of the present research suggest useful implications for educators in the field of education, including the fact that by adopting decisions such as the establishment of a university for teachers’ higher education or creation of virtual universities (which do not require physical presence in a particular place). By doing these procedures, many of the present obstacles in the process of professional development of teachers would be removed.

Keywords

References

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Research in Teacher Education(RTE)
Volume 1, Issue 2
September 2017
Pages 125-147

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History

  • Receive Date: 26 May 2017
  • Revise Date: 01 January 2018
  • Accept Date: 12 October 2017

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