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dc.contributor.advisor Hozayin, Russanne
dc.contributor.author AbdelKader, Hanaa
dc.date.accessioned 2018-06-05T06:34:39Z
dc.date.created Summer 2018 en_US
dc.date.issued 2018-06-05
dc.identifier.uri http://dar.aucegypt.edu/handle/10526/5452
dc.description.abstract The purpose of this qualitative study was to investigate the type of continuing professional development (CPD) embedded in a distinctive language public language school in Egypt with regard to three main aspects of CPD: purpose of the CPD, teachers’ learning, and teachers’ role within the CPD. A total of 150 teachers were surveyed through an open-ended questionnaire to examine those three aspects of CPD. Concurrently, eight teachers were also interviewed to bring about new insights on the three aspects of CPD as well as more depth, through exploration and probing. The results revealed that the CPD teachers attended can be classified as functional and transmissive (Kennedy, 2014; Sachs, 2016) in terms of the purpose of CPD, teacher learning and the role of the teacher within CPD. Teacher meetings were also perceived as administrative tasks rather than reflecting on teaching practices and promoting a professional dialogue among teachers. Furthermore, results of open-ended questionnaire and interviews showed the views of participants, who attended Teachers First CPD, on the purpose of this CPD as sharing knowledge, building communities of learning and their role as reflective practitioners. Teachers First CPD is an initiative provided by MOE to build professional learning communities in public schools in Egypt. The CPD encourages reflective teaching as a substantial aspect to build professional learning communities, yet those teachers’ perceptions of reflective teaching highlight issues related to providing teachers with a safe environment to reflect on their practices in the classroom and scaffolding teachers to understand the purpose and meaning of being reflective practitioners in professional learning communities. en_US
dc.format.extent 54 p. en_US
dc.format.medium theses en_US
dc.language.iso en en_US
dc.rights Author retains all rights with regard to copyright. en
dc.subject Professional development en_US
dc.subject Reflective practitioner en_US
dc.subject Teacher learning en_US
dc.subject.lcsh Thesis (M.A.)--American University in Cairo en_US
dc.title Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study en_US
dc.type Text en_US
dc.subject.discipline Education en_US
dc.rights.access This item is restricted for 2 years from the date issued en_US
dc.contributor.department American University in Cairo. International and Comparative Education en_US
dc.embargo.lift 2020-06-04T06:34:39Z
dc.description.irb American University in Cairo Institutional Review Board approval has been obtained for this item. en_US
dc.contributor.committeeMember Megahed, Nagwa
dc.contributor.committeeMember Skaggs, Jennifer


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  • Theses and Dissertations [1556]
    This collection includes theses and dissertations authored by American University in Cairo graduate students.

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