Conflicting Road Maps: Cross-Cultural Professional Development for Egyptian Educators

Autor/in	Hammad, Waheed
Titel	Conflicting Road Maps: Cross-Cultural Professional Development for Egyptian Educators
Quelle	In: Compare: A Journal of Comparative and International Education, 46 (2016) 2, S.293-313 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2014.985186
Schlagwörter	Faculty Development; Qualitative Research; Professional Continuing Education; Cross Cultural Training; Focus Groups; Interviews; Participant Satisfaction; Study Abroad; Intercultural Programs; Sensitivity Training; Secondary School Teachers; Expectation; Teaching Skills; Foreign Countries; Observation; Egypt; United Kingdom + Suchen Sie Ihr Suchwort? Qualitative Forschung; Berufsfeldbezogener Unterricht; Weiterbildung; Interkulturelle Orientierung; Interviewing; Interviewtechnik; Studies abroad; Auslandsstudium; Sensitivitätstraining; Expectancy; Erwartung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Beobachtung; Ägypten; Großbritannien
Abstract	This article reports on findings from a qualitative research study on overseas teachers' continuing professional development (CPD). It seeks to explore the perceptions of a cohort of Egyptian teachers about their overseas training experience upon completion of a nine-month training programme in the UK. Data were mainly gathered through four focus-group interviews with a sample of 35 Egyptian teachers during the last week of their stay in England. Findings indicate that the CPD programme did not match teachers' expectations. In particular, the teachers raised concerns about course content, lack of integration into university life and lack of opportunities for social interaction with other students leading to inadequate language development. The paper explores the clash of aspirations and locates them within a wider discourse of cultural dissonance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01