Case Study of Science Teachers’ Professional Development in Saudi Arabia: Challenges and Improvements

Alshehry, Amel Thafer

doi:10.5539/ies.v11n3p70

Cited by 10 publications

(8 citation statements)

References 8 publications

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“…The findings presented here provide a clearer picture of the perspectives of students and advisors regarding the challenges they face for AG. These findings are consistent with other studies that revealed that such challenges and obstacles faced by both academic advisors and students should be considered by leaders within various institutional fields (Batanero et al, 2011;Alshehry, 2018;Brew et al, 2016). According to Kaur and Wong (2017), such findings justify integrating student and advisor feedback into successful academic programs.…”

Section: Discussionsupporting

confidence: 90%

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Qualitative Assessment of the Perceptions of Undergraduate Students and Advisors on Academic Guidance in Saudi Arabia

Alshehry¹

2018

JECS

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This paper describes the perceptions of undergraduate students and their advisors on the role and challenges of academic guidance in Saudi Arabia. For this, five focus groups comprising six to eight students and one advisor were interviewed, and their responses to four questions were qualitatively analyzed. The responses from all groups emerged in four major themes, two related to the student's perspectives and two related to those of the advisors. Overall, the students identified the unfamiliarity with the purpose of academic guidance and a failure of their advisors to follow their progress as the primary challenges. The advisors highlighted the lack of student feedback and academic guidance training as the obstacles to successful student progress. The findings presented here suggest that universities should incorporate student and advisor feedback into the academic guidance systems to ensure student success.

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Section: Discussionsupporting

confidence: 90%

“…The benefit of AG continues to strongly impact the achievements of students at university-level institutions (Alshehry, 2018). Moreover, Sun and Yuen (2012) stated that a counseling and guidance system should be applied at most universities, as it benefits not only the students but also society.…”

mentioning

confidence: 99%

Qualitative Assessment of the Perceptions of Undergraduate Students and Advisors on Academic Guidance in Saudi Arabia

Alshehry¹

2018

JECS

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“…There is a long-held assumption that PD is key in supporting teacher change: "surprisingly little is known about the effectiveness of PD in changing teaching practice" [23] (p. 1219). Effective PD supporting changes among teachers leads to changes in teacher behavior [8,[24][25][26][27][28][29] and culminates in improved student learning outcomes [29][30][31][32][33].…”

Section: Establishment Of Hypothesesmentioning

confidence: 99%

The Implementation of Cognitively Challenging Tasks: The Role of Science Teachers’ Professional Development and Teaching Experience

Pečiuliauskienė

Kaminskienė

2022

Education Sciences

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This study deals with the implementation of cognitively challenging tasks for students in science education following professional development interventions for teachers based on the theory of change. These tasks require non-routine behaviors and encourage students to work beyond instructions and accept a high level of responsibility. This study explores how the content of professional development, the duration of professional development, and the extent of the teaching experience of science teachers are associated with the implementation of cognitively challenging science tasks in science education. A secondary data analysis of Trends in International Mathematics and Science Study (TIMSS) 2019 data from three countries (Singapore, Lithuania, and South Africa) was conducted. Ordinal logistic regression (OLR) was used to predict an ordinal dependent variable (the implementation of cognitively challenging science tasks) according to the independent variables (the content of professional development, the duration of professional development, and the extent of the teaching experience of science teachers). The results of the OLR confirmed that the implementation of cognitively challenging tasks is associated with professional development content (improving students’ critical thinking or inquiry skills and science content) and the extent of the teaching experience of science teachers from the selected countries.

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“…Alshehry (2018) suggests there are some shortcomings in achieving this goal, particularly in relation to the planning of PD programs. Alshehry (2018) recognises that the Saudi Arabian Government faces challenges in planning PD programs that encapsulate all technical and educational objectives and "improve teachers' experience, beliefs and positive expectations about the importance of professional development in the teaching environment" (p. 74). One recommendation that could possibly reduce this problem could be to place greater attention on each of the five stages of the AITSL model of behavioural change while planning PD sessions (Figure 2).…”

Section: Tensions Between Intended Objectives and Enacted Focusmentioning

confidence: 99%

The Perceived Purpose of Professional Development Programs from the Science Teachers’ Perspective in Saudi Arabia

Alqahtani¹

2020

MAS

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The Saudi Arabian Government has made a substantial investment in reforming the science curriculum in Saudi Arabia. Creating sustainable education is a top priority of Saudi Arabian policy makers (BenDehash, 2005). The level of education received by students must prepare them for fieldwork in their area of expertise and, ultimately, help them to contribute to improving the economic position of the country. Studies have shown that reforms to the science curriculum that consider developments in local contexts increase the quality of students’ outcomes. For this reason, the government has developed a new curriculum in 2008 to target key learning areas of students and, ultimately, increase their academic performance. As BenDehash (2005) rightly asserts, radical development of the old curriculum addressed the rapid changes in local and international environments and assisted Saudi students to gain appropriate and relevant skills that will allow them to contribute both locally and internationally. This study will seek to address the discrepancies in PD programs in Saudi Arabia as well as provide insight for other countries in implementing successful PD programs for teachers.

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Case Study of Science Teachers’ Professional Development in Saudi Arabia: Challenges and Improvements

Cited by 10 publications

References 8 publications

Qualitative Assessment of the Perceptions of Undergraduate Students and Advisors on Academic Guidance in Saudi Arabia

Qualitative Assessment of the Perceptions of Undergraduate Students and Advisors on Academic Guidance in Saudi Arabia

The Implementation of Cognitively Challenging Tasks: The Role of Science Teachers’ Professional Development and Teaching Experience

The Perceived Purpose of Professional Development Programs from the Science Teachers’ Perspective in Saudi Arabia

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