密码：335941
In today’s changing world, where teaching and learning approaches are undergoing substantial and inspiring reforms, the value of teacher professional development (TPD) programs is more apparent than ever. This is due to the fact that formal and informal professional development programs equip teachers with the skills and knowledge they need to adapt their teaching methods to new educational approaches. Considering this, factors prompting teachers to regularly attend to professional development programs should be uncovered. With this necessity in mind, many scholars have looked into the predictive role of different interpersonal and environmental factors in teachers’ intention to attend professional development programs. Nonetheless, few scholars have delved into the role of personal factors in predicting teachers’ willingness to participate in professional development programs. Against this backdrop, this inquiry addressed the role of two personal factors, namely growth mindset and enthusiasm for teaching, in Iranian English teachers’ willingness to engage in professional development programs. In doing this, three self-report measures of growth mindset, enthusiasm for teaching, and desire for professional development were administered to 311 Iranian English teachers. The survey responses were subjected to statistical analysis using confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results uncovered that growth mindset and enthusiasm for teaching can trigger Iranian English teachers to engage in professional development programs. The results of this investigation would be illuminating for language teachers, teacher educators, and educational authorities.
Ali Derakhshan
Ali Derakhshan is Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has been a member of the Iranian Elites Foundation since 2015. He has also been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. His name appeared in Stanford University’s list of the world’s top 2% of most influential scientists in 2022, 2023, and 2024. He has published in accredited international journals, including Computers and Education, Review of Educational Research, Language Teaching Research, System, Assessing Writing, Applied Linguistics Review, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development, ELT Journal, English for Specific Purposes, International Review of Applied Linguistics in Language Teaching, International Journal of Applied Linguistics, Thinking Skills and Creativity, Current Psychology, Asia Pacific Education Researcher, European Journal of Education, Educational Studies, Pragmatics and Society, Journal of Psycholinguistic Research, Porta Linguarum, etc. His monograph The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context was published by Springer in 2022. His co-authored book Instructed second language pragmatics for the speech acts of request, apology, and refusal: A meta-analysis has been recently published by Springer. His research interests are positive psychology, teacher education, learner-individual differences, cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.
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