Document Type : Original Article

Authors

• ahmadreza fazeli ¹
• Zobair poshtei ²

¹ Department of Educational Sciences, Farhangian University, Tehran, Iran

² Master's degree, Education, Taibad, Iran

Abstract

The aim of the study was to identify the mediating role of information literacy in the relationship between curriculum literacy and teachers' professional development. The research method is descriptive-survey. The statistical population included all teachers in Taybad city, 295 of whom were selected using stratified random sampling. The research tools included the information literacy questionnaires of Davarpanah and Siamak (2008), curriculum literacy of Afshin (2014), and professional development of New Jersey teachers (2014). Structural equation modeling with SmartPLS software was used for analysis. The findings showed that there is a positive and significant relationship between curriculum literacy and teachers' professional development (β=0.47, p<0.01), curriculum literacy and information literacy (β=0.55, p<0.01), and information literacy and teachers' professional development (β=0.51, p<0.01). Path analysis also showed that information literacy plays a significant mediating role between curriculum literacy and teachers' professional development (β=0.25, p<0.01). The results of the study indicate that increasing teachers' curriculum literacy not only directly but also through information literacy enhances teachers' professional development

Keywords

• Information literacy
• curriculum literacy
• professional development
• teachers

Main Subjects

• الگوهای برنامه درسی