Case Study of Science Teachers' Professional Development in Saudi Arabia: Challenges and Improvements

Autor/in	Alshehry, Amel
Titel	Case Study of Science Teachers' Professional Development in Saudi Arabia: Challenges and Improvements
Quelle	In: International Education Studies, 11 (2018) 3, S.70-76 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Science Teachers; Faculty Development; Case Studies; Higher Education; Educational Needs; Needs Assessment; Teaching Methods; Teaching Skills; Knowledge Base for Teaching; Educational Opportunities; Biology; Semi Structured Interviews; Decision Making; Content Analysis; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational need; Bildungsbedarf; Bedarfsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungsangebot; Bildungschance; Biologie; Decision-making; Entscheidungsfindung; Inhaltsanalyse; Saudi-Arabien
Abstract	Professional development has a major role in addressing the skill gaps of teachers. Recently, much effort has been focused on improving teaching practices in Saudi Arabia. Here we aim to determine Saudi teachers professional development needs in the higher educational system. We also focus on skill needs, training programs, factors affecting teacher performance, and teacher's control of their own professional development. Here, through face-to-face interviews, we explore how current professional development strategies could be improved to better meet the needs of academic teachers views through face to face interviews data collection to address the questions of what teachers needs to develop and support their professional knowledge, how it affect their teaching methods and what opportunities and roles provided to them based on the instructional systems. Finally, the study illustrates how the professional development among based on their experiences and practice could be improved and how they encounter their participations and interaction to facilitate their development among higher educational institutions in Saudi Arabia. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01