Teacher Professional Development through Harezmi Educational Model

Abstract

Harezmi Educational Model, a national model first piloted in 2016, is based on the inclusion of multi-disciplines, use of computational skills in the problem-solving process, development of life skills, and using robotics, coding, and game designs in learning. Teachers interested in implementing this model are expected to attend in-service training for several weeks to gain theoretical knowledge and practical skills. The purpose of the present study is to explore how the whole process, from the training to implementation in class stages, has affected teachers’ beliefs, perceptions, and attitudes regarding teaching. Sixteen teachers participated in this study. Data came from an online survey with 11 open-ended questions and online focus group interviews. In the analysis, the recurring themes were determined through content analysis, and themes that emerged at the beginning and end were compared. The results suggested that besides developing a critical eye on their own teaching, teachers improved their collaboration skills and observed an increase in their autonomy. This study is an attempt to address a gap in the field concerning this model and how this model has the potential to contribute to the professional development of teachers.

Significance of Teacher Training Programs on Teacher Motivation, Professional Development, and Self-Efficacy

“…According to the literature (Avalos, 2011;McDonald, 2009McDonald, , 2010McDonald, , 2011, professional development is the systematic approach of enhancing teacher's beliefs and practices, knowledge, and motivation to improve teacher personality development for learning outcomes of students. Desimone and Garet (2015) propose five characteristics of professional development that are widely agreed upon as essential to its success: (a) content focus: tasks that focus on the acquisition of subject-related information and methods used to teach it; (b) active learning: possible methods for educators to engage all students especially inactive participants during classes (c) coherence: consistency with syllabus and objectives, teachers' expertise, students' requirements and federal strategies; (d) long-term: professional development programs that run continuously for at least 20 contact hours throughout the academic year; (e) collective involvement: when instructors collaborate to work together in professional development tasks to form a collaborative group (Desimone & Garet, 2015).…”