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Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study
The purpose of this qualitative study was to investigate the type of continuing professional development (CPD) embedded in a distinctive language public language school in Egypt with regard to three main aspects of CPD: purpose of the CPD, teachers’ learning, and teachers’ role within the CPD. A tot...
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| Format: | Thesis |
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AUC Knowledge Fountain
2019
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| _version_ | 1867613410483503104 |
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| access_status_str | Open Access |
| author | AbdelKader, Hanaa |
| author_browse | AbdelKader, Hanaa |
| author_facet | AbdelKader, Hanaa |
| author_sort | AbdelKader, Hanaa |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | The purpose of this qualitative study was to investigate the type of continuing professional development (CPD) embedded in a distinctive language public language school in Egypt with regard to three main aspects of CPD: purpose of the CPD, teachers’ learning, and teachers’ role within the CPD. A total of 150 teachers were surveyed through an open-ended questionnaire to examine those three aspects of CPD. Concurrently, eight teachers were also interviewed to bring about new insights on the three aspects of CPD as well as more depth, through exploration and probing. The results revealed that the CPD teachers attended can be classified as functional and transmissive (Kennedy, 2014; Sachs, 2016) in terms of the purpose of CPD, teacher learning and the role of the teacher within CPD. Teacher meetings were also perceived as administrative tasks rather than reflecting on teaching practices and promoting a professional dialogue among teachers. Furthermore, results of open-ended questionnaire and interviews showed the views of participants, who attended Teachers First CPD, on the purpose of this CPD as sharing knowledge, building communities of learning and their role as reflective practitioners. Teachers First CPD is an initiative provided by MOE to build professional learning communities in public schools in Egypt. The CPD encourages reflective teaching as a substantial aspect to build professional learning communities, yet those teachers’ perceptions of reflective teaching highlight issues related to providing teachers with a safe environment to reflect on their practices in the classroom and scaffolding teachers to understand the purpose and meaning of being reflective practitioners in professional learning communities. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1506 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:42.290Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1506 Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study AbdelKader, Hanaa The purpose of this qualitative study was to investigate the type of continuing professional development (CPD) embedded in a distinctive language public language school in Egypt with regard to three main aspects of CPD: purpose of the CPD, teachers’ learning, and teachers’ role within the CPD. A total of 150 teachers were surveyed through an open-ended questionnaire to examine those three aspects of CPD. Concurrently, eight teachers were also interviewed to bring about new insights on the three aspects of CPD as well as more depth, through exploration and probing. The results revealed that the CPD teachers attended can be classified as functional and transmissive (Kennedy, 2014; Sachs, 2016) in terms of the purpose of CPD, teacher learning and the role of the teacher within CPD. Teacher meetings were also perceived as administrative tasks rather than reflecting on teaching practices and promoting a professional dialogue among teachers. Furthermore, results of open-ended questionnaire and interviews showed the views of participants, who attended Teachers First CPD, on the purpose of this CPD as sharing knowledge, building communities of learning and their role as reflective practitioners. Teachers First CPD is an initiative provided by MOE to build professional learning communities in public schools in Egypt. The CPD encourages reflective teaching as a substantial aspect to build professional learning communities, yet those teachers’ perceptions of reflective teaching highlight issues related to providing teachers with a safe environment to reflect on their practices in the classroom and scaffolding teachers to understand the purpose and meaning of being reflective practitioners in professional learning communities. 2019-02-01T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/507 https://fount.aucegypt.edu/context/etds/article/1506/viewcontent/Thesis_20Hanaa.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain Professional development Reflective practitioner |
| spellingShingle | Professional development Reflective practitioner AbdelKader, Hanaa Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study |
| title | Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study |
| title_full | Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study |
| title_fullStr | Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study |
| title_full_unstemmed | Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study |
| title_short | Teachers' perceptions of the type of continuing professional development in an Egyptian public school: An exploratory study |
| title_sort | teachers perceptions of the type of continuing professional development in an egyptian public school an exploratory study |
| topic | Professional development Reflective practitioner |
| url | https://fount.aucegypt.edu/etds/507 https://fount.aucegypt.edu/context/etds/article/1506/viewcontent/Thesis_20Hanaa.pdf |
| work_keys_str_mv | AT abdelkaderhanaa teachersperceptionsofthetypeofcontinuingprofessionaldevelopmentinanegyptianpublicschoolanexploratorystudy |