Abstract

The purpose of this article is to represent and rethink the common discourse of teachers' professional development, and it considers the consequences related to the teacher's professional development program and practice from the perspective of professionalism and professionality. The efficiency of professional development programs in the field of practice is one of the challenges of the staff professional development planning system, which regardless of the implementation process, should be evaluated as an output in the actual field of practice through observing the professional behavior of the employees. be studied and reviewed. The research method in this article is qualitative with the approach of critical discourse analysis and emerging from environmental narratives. The statistical population studied are teachers working in elementary school. The samples were selected based on purposeful sampling from several schools with different levels. The number of samples was determined based on the principle of theoretical saturation. The data collection method is participatory observation and the data analysis method is critical discourse analysis. After analyzing the environmental narratives, teachers' behavior towards professional development programs was arranged in a continuum from degrees of professionalism to professionality and organized into four main discourses of resistance, compromise, acceptance and action. Reference to the narratives indicates that the discourse of resistance and compromise is not considered an effective discourse when faced with the requirements of professional development of teachers, but in the discourses of acceptance and action, a kind of of professional development can be understood in the behavior of teachers.