Investigating Teacher Professional Learning in a Context of Change: A UAE Case Study

Autor/inn/en	Azaza, Mohamed; Litz, David; Hourani, Rida Blaik
Titel	Investigating Teacher Professional Learning in a Context of Change: A UAE Case Study
Quelle	In: Leadership and Policy in Schools, 22 (2023) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Litz, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.1879166
Schlagwörter	Case Studies; Educational Change; Faculty Development; Foreign Countries; Models; Teacher Attitudes; Administrator Attitudes; Educational Policy; Theory Practice Relationship; Professional Autonomy; Time Management; Decision Making; Prevention; Educational Opportunities; Elementary School Teachers; Standards; United Arab Emirates + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsreform; Ausland; Analogiemodell; Lehrerverhalten; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Berufsfreiheit; Zeitmanagement; Decision-making; Entscheidungsfindung; Prävention; Vorbeugung; Bildungsangebot; Bildungschance; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Standard; Vereinigte Arabische Emirate
Abstract	This case study examined teacher professional learning in the context of the Abu Dhabi New School Model educational reform initiative. Data were collected through semi-structured interviews that were conducted with teachers and school leaders. The study's findings reveal a serious disconnect between formal policy, practice, and implementation as teachers lacked agency and many constraints prevented them from engaging in further professional learning opportunities. These constraints and challenges included a lack of organizational support, time, and choice in the school's professional development programs. Recommendations and implications for policy and practice were drawn based on the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01