Designing an In-Service Training Model for Teachers in the Iranian Education System

Abstract

This study aimed to design a comprehensive in-service teacher training model for the Iranian education system to identify the key dimensions, components, and operational pathways for effective professional development. This qualitative research employed a grounded theory approach. Data were collected through 21 semi-structured interviews with teachers, school administrators, and educational experts, as well as an analysis of in-service training program documents. The data were analyzed using open, axial, and selective coding to extract major categories and design the theoretical model. Findings: The results indicated that the in-service teacher training model functions as an integrated, five-dimensional system: causal/antecedent conditions (intelligent professional needs assessment), contextual/background conditions (learner-oriented organizational support and educational digital inclusion), intervening conditions (smart digital learning and educational artificial intelligence literacy), strategic/interactive conditions (advanced pedagogical design and innovative intelligent methods), and consequential conditions (sustainable professional development, intelligent educational evaluation, and networked professional participation). The central axis of the model, “Intelligent Management of In-Service Training,” integrates all dimensions into a coherent and interactive framework, enhancing training effectiveness, teacher engagement, and organizational learning. The findings confirmed the central role of “Intelligent Management of In-Service Training” as the final conceptual framework. This five-dimensional model, tailored to the Iranian context, provides a practical, evidence-based tool for planning, implementing, and evaluating in-service training, offering scientific guidance for policymakers, administrators, and future research in teachers’ professional development.