Leading Continued Professional Development for Teachers in Arab Countries

• In Event: Teaching and learning: Strategies for teacher professional development and student achievement

Abstract

The quality of teaching is what matters the most when it comes to improving an educational system. Teachers’ participation in learning communities is very beneficial to their teaching, and to the improvement of the quality of education they offer to students (Ginsburg, 2012). In recent years, the performance of teachers has been given special attention by policy makers globally (Hodkinson, 2009). For example, the Organisation for Economic Co-operation and Development (OECD) provides a Teaching and Learning International Survey (TALIS) for input from teachers and school leaders about the conditions that contribute to the learning environments in their schools. In recent years, the literature on Arab countries is increasingly emphasizing on the importance of continued professional development and engaging teachers in learning (Abd-el-Khalick, 2009; Hashweh & Njoum, 2001; Zaalouk, 2012). However, TALIS survey indicates that most teachers are still teaching largely in isolation, as over half of teachers report very rarely or never team-teaching with colleagues, and two-thirds report the same rates for observing their colleagues teach (OECD, 2014). Moreover, in Arab states teacher preparation and professional development often follows a top down approach, focuses on theory (Al-Daami &Wallace, 2007), emphasizes content more than pedagogy, and focuses more on grades and tests rather than on the opportunity to learn and grow (Ibrahim, 2010). These programs lack a comprehensive vision (Zaalouk, 2013) and are not well planned. This study examines teacher Continued Professional Development CPD in two Arab countries, namely Syria and the United Arab Emirates (UAE). It seeks to answer the following questions: What are the challenges of CPD that is being offered to teachers? And how is CPD lead in schools in the Arab World? An interpretative approach is used to answer these questions. The study presents the insights of teachers and CPD leaders experiences of leading CPD. Interviews and document analysis were used to gather the data for this study. The findings show a variance in CPD practices between Syria and the UAE. In both countries, increased CPD is needed to support teachers in implementing reform and improving the quality of education. Furthermore, the study points to the challenges facing CPD in both countries such as meeting the needs of all teachers in a school community at different levels. The findings illustrate the need to mentor teachers and engage them in their professional development. Furthermore, the study points to certain areas where professional development is needed in both countries. In the UAE, for example, more CPD is needed in areas such as Special Education Needs (SEN) training to support schools in integrating SEN students. For Syrian teachers, professional development should include a focus on the psychological needs of refugee students and the ways they can be supported to overcome the trauma and problems facing them inside conflict areas or away from their homes. Finally, the study offers some recommendations and useful practices that can be used to support CPD in Arab countries and countries around the world.

References
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Authors

• Dania Wattar, Unviversity of Alberta

• Rubi Mahmood, Abu Dhabi Education Council