Teacher Perceptions of Professional Development in Kuwait Compared to Professional Learning Standards

Autor/in	Alqahtani, Alyah
Titel	Teacher Perceptions of Professional Development in Kuwait Compared to Professional Learning Standards
Quelle	(2018), (166 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-2822-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Faculty Development; Gender Differences; Standards; Teaching Experience; Foreign Countries; Workshops; Teaching Methods; Educational Change; Kuwait + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Geschlechterkonflikt; Standard; Ausland; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform
Abstract	The purpose of this research was to investigate teachers' perceptions of professional development programs in Kuwait. These perceptions were compared to the criteria that underpin Learning Forward's standards of professional development. The researcher used both quantitative and qualitative data, separate analyses of the data, and then a merging of the findings. The central research questions of the study included the following: What are teacher perceptions of their professional development when compared to Learning Forward's standards? This study utilized four sub-questions: (1) Is there a statistically significant difference between teacher perceptions of professional development and teacher gender? (2) Is there a statistically significant difference between teacher perceptions of professional development when accounting for years of experience? (3) What types of professional development training have teachers received over the past two years? (4) What are teacher perceptions of the changes they have made in teaching practices in the classroom as a result of professional development? 201 teachers were surveyed, and 7 subjects were interviewed to gain deeper insights into their perception of professional development. This study indicated teachers' perceptions of professional development programs in Kuwait is low because they did not get appropriate professional learning programs. Also, there was a statistically significant difference between teacher perceptions of professional development between males and females in favor of females. In addition, there was a statistically significant difference between teacher perceptions of professional development when accounting for years of experience. Regarding to qualitative portion, workshops, observing other teachers were the professional development training programs which teachers have received over the past two years. Another important finding was the fact that the changing in teaching practices in the classroom are not noticeable because the formal professional development programs inappropriate or teachers can't apply what they learn by informal professional development in their classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01