Abstract: There are many challenges facing teachers’ professional development. The purpose of the present paper is to study the experiences of teachers and Faculty members of continuing their education in the city of Hamedan. An interpretive phenomenographic approach was applied in this research. In this study, 39 teachers participated in semi-structured interviews. The results of the qualitative analysis showed that factors such as physical and mental boredom, lowering the quality of teaching and education, lack of attendance, not doing the theses and scientific research, expulsion, negligence, and lack of coordination with the Department of Education affects the participants. Establishing Teachers training University and virtual and online universities that don’t need any physical presence in a particular time or place may pave the way for the promotion of professional teachers.
(2016). A Phenomenographic Study of Teachers’ Perceptions and Experiences of Continuing their Education. The Journal of Theory and Practice in Teachers Education, 2(2), 3-32.
MLA
. "A Phenomenographic Study of Teachers’ Perceptions and Experiences of Continuing their Education". The Journal of Theory and Practice in Teachers Education, 2, 2, 2016, 3-32.
HARVARD
(2016). 'A Phenomenographic Study of Teachers’ Perceptions and Experiences of Continuing their Education', The Journal of Theory and Practice in Teachers Education, 2(2), pp. 3-32.
VANCOUVER
A Phenomenographic Study of Teachers’ Perceptions and Experiences of Continuing their Education. The Journal of Theory and Practice in Teachers Education, 2016; 2(2): 3-32.
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