A New Vision of Professional Development for University Teachers in Libya 'It's Not an Event, It Is a Process'

Suwaed, Hameda; Rahouma, Wesam

doi:10.13189/ujer.2015.031005

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…For successful communication to manifest in the classroom, the tutor should play a secondary role and facilitate interaction between all participants within the learning-teaching group (Patel, 2008;Richards and Rodgers, 2014). Surprisingly, the findings reveal the presence of a number of well-qualified lecturers, in contrast to many studies in this context which state that English language Libyan lecturers tend to be unqualified (Harathi, 2012;Suwaed and Rahouma, 2015;Aloreibi and Carey, 2017).…”

Section: Programme Deliverycontrasting

confidence: 99%

Implementation of CIPP Model for Quality Evaluation at Zawia University

Esgaiar

Foster

2019

Int. J. Appl. Linguist. Engl. Lit.

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The limited English language skills among Libyan learners threatens their ability to interact with the international environment. Therefore, improvement in the provision of foreign language programmes is imperative, and can be carried out using different methods such as evaluation to critically examine a programme in order to improve its effectiveness. This study aims to evaluate the current English language teaching (ELT) provision provided by the English department in the faculties of education at Zawia University in Libya. It seeks to establish whether the current English language programme has ever been validated or updated. Moreover, this study will design a framework that will enhance the quality of the English language provision at Zawia University by indicating the strengths and weaknesses of the current English language programme. This study employed both quantitative and qualitative methods to collect the data, which were gathered through a questionnaire and semi-structured interviews. The evaluation of the current English as a foreign language programme at Zawia University revealed a number of inadequacies in terms of programme delivery, teaching resources, the balance of language skills taught and students work assessment.

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Section: Programme Deliverycontrasting

confidence: 99%

Implementation of CIPP Model for Quality Evaluation at Zawia University

Esgaiar

Foster

2019

Int. J. Appl. Linguist. Engl. Lit.

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“…While analyzing the percentage comparison between college senior and junior teachers on Professional Development, the results reveal that the significant proportion of senior teachers were found to have excellent professional development which justify that length of experience does have potential impact on domain knowledge and pedagogical techniques. In another study conducted by (Suwaed & Rahouma 2015) where results highlighted that participants rely on their prior learning experiences and professional growth strategies like using web and reading books to tackle such challenges. It also signifies that training and development programs particularly orientation and refresher courses offered by Academic Staff Colleges and other Professional bodies play a significant role in professional excellence of teachers.…”

Section: Discussionmentioning

confidence: 99%

empirical study of professional development of higher education teachers

Wani

Nabi

Manan

2022

ijhs

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The investigation was undertaken to study Professional development of Higher Education Teachers. This study examines university teachers and college teachers professional development (PD) on the basis of length of service. The 420 teachers participated in this study from (University of Kashmir 120 and Govt. Recognized Degree Colleges college 300). Random sampling technique was used with equal chance for every University and College teacher to get selected in the sample. For the purpose of present study, Professional Development Index Scale (PDIS) has been constructed by the investigator to measure the level of professional development of the subjects. Percentage, mean, standard deviation and t- test were used to analyze the data. While analyzing the data significance of mean difference between University and college senior and junior teachers on various dimensions of Professional Development, the result depicts that both the groups turned to be significant on professional knowledge dimension. It means that university senior and college senior teachers possess better professional knowledge and professional ethics than their junior teachers. The results further reveal that university senior teachers are well versed with the subject matter and are more reflective in teaching learning process.

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“…Online learning environments are ideal for university educator professional development (Lu & Churchill, 2014). Such environments eliminate the need for university educators to enrol in traditional professional development classes, which have been a major reason for resentment of professional development programmes (Suwaed & Rahouma, 2015).…”

Section: Professional Developmentmentioning

confidence: 99%

“…They ended up discussing about other teaching methods as well. According to Suwaed and Rahouma (2015) going beyond a certain task to know more about a profession is a sign of positive professional development. This shows that the participants found WhatsApp Messenger to be a flexible and enriching platform where they could improve their pedagogical knowledge and skills.…”

Section: Change In Professional Competency After the Whatsapp Messeng...mentioning

confidence: 99%

Investigating the use of mobile communication technology in professional development: a connectivist approach

Mutanga

Molotsi

2022

SACJ

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In most universities in Zimbabwe, the educators do not possess professional teaching qualifications. Most educators resist institutional interventions aimed at equipping them with appropriate pedagogical skills due to the rigidity of intervention programmes. The advent of mobile communication technology brought various social media platforms that enhance communication. This study was aimed at investigating the experiences of university educators during the use of WhatsApp Messenger to learn about inquiry-based pedagogy as a professional development course. Nine university educators who had no prior training in pedagogy were purposely selected from three Zimbabwean universities. Semi-structured interviews and a focus group discussion were conducted to gather empirical data. The connectivism theoretical framework was used to understand the phenomenon under study. A thematic network analysis was deemed suitable for this study. The findings showed that by learning about inquiry-based pedagogy (IBP) on the WhatsApp Messenger platform, the university educators managed to transform their professional identities as well as improve their pedagogical practices. It may be concluded that WhatsApp Messenger offers a conducive platform for educators’ professional development. It is recommended that universities use WhatsApp Messenger for professional development through online communities of practice.

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A New Vision of Professional Development for University Teachers in Libya 'It's Not an Event, It Is a Process'

Cited by 7 publications

References 13 publications

Implementation of CIPP Model for Quality Evaluation at Zawia University

Implementation of CIPP Model for Quality Evaluation at Zawia University

empirical study of professional development of higher education teachers

Investigating the use of mobile communication technology in professional development: a connectivist approach

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