عنوان مقاله [English]
نویسنده [English]چکیده [English]
Field of research: In the last decade, a paradigm shift has occurred in teachers’ professional development. This means that educational approach toward transfer of knowledge and skills has changed in a way that enables teachers to improve their knowledge through creating appropriate learning opportunities. This kind of learning is a result of teacher’s innovations and a process that begins from determining teacher’s internal needs and it also plays a fundamental role in determining the efficiency of professional developmental programs. Objectives: This study as a new approach to professional development is aimed to assess the current status of teachers’ self-directed learning. Procedure: The descriptive method that is used in this research is a kind of survey.The population of this research includes teachers from educational department of area 14 of Tehran in which the simple random sampling method was used. The required data were collected through professional development questionnaire of self-directed. Results: The data analysis using a single sample T-test showed that from respondents’ perspective the current status of professional development of teachers’ self-directed is at a high level. Also it reveals that the status of teachers’ self- directed learning by taking into consideration the internal, external and research components of approaching to learning, is appropriate and considering the collaborative component of approach it can be described as relatively appropriate.