CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS

TitleCONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS
Publication TypeJournal Article
Year of Publication2014
AuthorsSabah, SA, Fayez, M, Alshamrani, SM, Mansour, N
JournalJournal of Baltic Science Education
Volume13
Issue1
Start Page91-104
PaginationContinuous
Date PublishedFebruary/2014
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1093375
Keywordscontinuing professional development, Saudi Arabia, science and mathematics education
Abstract

This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fine tune training in order to assure the success of the CPD efforts.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1093375
Refereed DesignationRefereed
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