Designing Professional Development for Principals in a Context of Change: The Case of Abu Dhabi

Autor/inn/en	Blaik Hourani, Rida; Stringer, Patricia
Titel	Designing Professional Development for Principals in a Context of Change: The Case of Abu Dhabi
Quelle	In: Professional Development in Education, 41 (2015) 5, S.777-805 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2014.938356
Schlagwörter	Faculty Development; Principals; Educational Improvement; Semi Structured Interviews; Administrator Attitudes; Case Studies; Educational Change; Foreign Countries; Qualitative Research; Public Schools; Instructional Leadership; Self Evaluation (Groups); Institutional Evaluation; Educational Practices; Standards; Learning Processes; Teaching Methods; Educational Strategies; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Bildungsreform; Ausland; Qualitative Forschung; Public school; Öffentliche Schule; Instruction; Leadership; Bildung; Erziehung; Führung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Bildungspraxis; Standard; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie
Abstract	Schools in Abu Dhabi are going through a period of transformation and reform. The Abu Dhabi Education Council commenced a professional development plan for principals to enhance their capabilities to manage and initiate change in light of the reforms. This study was conducted to explore principals' perspectives on professional development received. The research focused on anticipated areas of improvement as far as professional development design. Findings identify areas of improvement in terms of design related to content and process. The research employed a qualitative exploratory case-study approach. Semi-structured interviews, as tools for data collection, were contextualized within the framework of policies and decrees relevant to principal professional development. Interviews with 16 principals in different educational settings form the main source of data collection and analysis. Recommendations presented in this paper support the need for a more proactive stance in designing professional development that supports school principals to implement change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01