Identifying the Dimensions and Components of Professional Development for Physics Teachers in Iraq Using the Grounded Theory Method

Abstract

Difficulties in understanding physics lessons, challenges in presenting specialized and computational content, limited alignment between content and the educational level of schools, lack of attention to students' errors, failure to use modern teaching methods, shortage of educational resources, absence of laboratories, lack of utilization of simulation software for instructional content, inconsistency between subjects, and lack of coordination between physics and mathematics curricula have resulted in students' misconceptions and confusion. Identifying and addressing these challenges in physics education plays a crucial role in improving educational quality, which, in turn, enhances students’ academic performance and success. Providing appropriate resources and equipping laboratories facilitate experiential and practical learning for students, which increases their motivation to learn. Therefore, the present study aims to identify the dimensions and indicators of professional development for lower secondary school physics teachers to propose an appropriate model for Iraq. The present study examines and identifies the dimensions and indicators of professional development for lower secondary school physics teachers to propose a suitable model for Iraq. From a research objective perspective, the study is applied in nature. Methodologically, it follows a qualitative approach and is also classified as applied research in terms of its purpose and nature. A total of ten faculty members in educational management and educational sciences were purposefully and selectively interviewed. Additionally, data collection sources included library resources, documentary evidence, electronic materials, and relevant theses and dissertations. In the section on inferential statistics, the grounded theory method was used to develop a comprehensive theoretical framework. The findings of the study indicate that there are numerous opportunities for the professional development of physics teachers in Iraq. One such opportunity is the advancement of educational technologies, which can help teachers utilize up-to-date tools and resources. Furthermore, international training programs and experience exchange with other countries can enhance teachers' instructional skills. Support from governmental and non-governmental organizations for professional development programs is another opportunity that can help secure necessary resources and funding. Additionally, the establishment of collaborative networks between teachers and educational institutions can facilitate the exchange of experiences and best practices. These opportunities contribute to the qualitative improvement of physics education and enhance teachers' motivation for continuous learning and professional growth.