Characteristics and Models of Effective Professional Development: The Case of School Teachers in Qatar

Autor/inn/en	Abu-Tineh, Abdullah M.; Sadiq, Hissa M.
Titel	Characteristics and Models of Effective Professional Development: The Case of School Teachers in Qatar
Quelle	In: Professional Development in Education, 44 (2018) 2, S.311-322 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2017.1306788
Schlagwörter	Foreign Countries; Faculty Development; Program Effectiveness; Teacher Attitudes; Teacher Surveys; Statistical Analysis; Mentors; Online Courses; Gender Differences; Teaching Experience; Institutional Characteristics; Elementary Secondary Education; Likert Scales; Models; Qatar + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Statistische Analyse; Online course; Online-Kurs; Geschlechterkonflikt; Likert-Skala; Analogiemodell; Katar
Abstract	The purpose of this study was to investigate the characteristics of effective professional development and effective models of professional development as perceived by school teachers in the State of Qatar. This study is quantitative in nature and was conducted using a survey methodology. Means, standard deviations, t-test, and one-way analysis of variance (ANOVA) were utilized to analyze the collected data. Results of the study revealed that school teachers in Qatar perceived the proposed characteristics of effective professional development to be highly effective. Further, school teachers in Qatar perceived mentoring model (mentoring model (providing professional support from experienced teacher to new hiring teacher) as the most effective professional development model. However, an online training program was rated to be the least effective professional development model. Finally, results showed that there are no significant differences among school teachers in perceiving the proposed characteristics of effective professional development and in perceiving the most and the least effective professional development models that are attributed to their gender, years of experience in teaching, and school level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01