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ERIC Number: EJ1062928
Record Type: Journal
Publication Date: 2015-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 43
ISSN: EISSN-1305-8223
Ensuring Effective Impact of Continuing Professional Development: Saudi Science Teachers' Perspective
Qablan, Ahmad; Mansour, Nassar; Alshamrani, Saeed; Aldahmash, Abdulwali; Sabbah, Saed
EURASIA Journal of Mathematics, Science & Technology Education, v11 n3 p619-631 Jun 2015
Many researchers critique that continuing professional development programs in Saudi Arabia are neither well organized nor are systematic. This study came to assess the impact of CPD opportunities in the country to better suit the professional needs of Saudi science teachers and support them in implementing the reformed instructional practices. Both quantitative and qualitative data were collected from 609 Saudi science teachers by means of closed and open ended questionnaire and later interviews with 9 teachers. Findings indicated that several Saudi science teachers have benefited from participating in the CPD programs but have also faced several challenges. Further analysis of the data resulted into five major themes; perspectives of participating in CPD, features of distinguished CPD programs, perceptions of ways to improve the impact of CPD, the impact of CPD on classroom practices, and barriers face classroom implementation.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia