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Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study
This phenomenological study aims to explore teachers’ and principals’ personal experiences with and perspectives on the features of “STEM Now Egypt” program as a transformative professional development (PD) model. It also seeks to examine “STEM Now Egypt” PD program participants’ perceived skills. T...
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| Format: | Thesis |
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AUC Knowledge Fountain
2020
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| _version_ | 1867613412121378816 |
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| access_status_str | Open Access |
| author | Marey, Rezk |
| author_browse | Marey, Rezk |
| author_facet | Marey, Rezk |
| author_sort | Marey, Rezk |
| 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 | This phenomenological study aims to explore teachers’ and principals’ personal experiences with and perspectives on the features of “STEM Now Egypt” program as a transformative professional development (PD) model. It also seeks to examine “STEM Now Egypt” PD program participants’ perceived skills. This study was guided by constructivist principles which were thought to yield transformative PD results. It was conducted in fifteen public schools in Greater Cairo in Egypt and employed a qualitative phenomenological study approach by conducting one to one semi-structured interviews with twelve teachers and three principals selected based on their participation in the two-year “STEM Now Egypt” PD program. All data collected were coded. A thick descriptive representation of findings in almost all participants’ responses was used to find out similar themes and generate conclusions. The research findings reveal general agreement among all participants’ perspectives on PD transformative features, perceived skills, and professional learning pertaining to the literature review and as implemented in “STEM Now Egypt” PD program. All teachers and principals were found to hold positive perspectives toward “STEM Now” extended, and experiential workshops; expert mentoring for follow-up support; principals’ participation in the PD program side by side with teachers; embedding technology in content-based and contextualized training; coherence in addressing digital curricula, research-based instructional strategies and ways of assessing 21st century skills; face-to-face and online professional learning communities; and ongoing feedback and reflection. The study also generated some recommendations that might transform future PD programs in Egypt. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1805 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:43.583Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1805 Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study Marey, Rezk This phenomenological study aims to explore teachers’ and principals’ personal experiences with and perspectives on the features of “STEM Now Egypt” program as a transformative professional development (PD) model. It also seeks to examine “STEM Now Egypt” PD program participants’ perceived skills. This study was guided by constructivist principles which were thought to yield transformative PD results. It was conducted in fifteen public schools in Greater Cairo in Egypt and employed a qualitative phenomenological study approach by conducting one to one semi-structured interviews with twelve teachers and three principals selected based on their participation in the two-year “STEM Now Egypt” PD program. All data collected were coded. A thick descriptive representation of findings in almost all participants’ responses was used to find out similar themes and generate conclusions. The research findings reveal general agreement among all participants’ perspectives on PD transformative features, perceived skills, and professional learning pertaining to the literature review and as implemented in “STEM Now Egypt” PD program. All teachers and principals were found to hold positive perspectives toward “STEM Now” extended, and experiential workshops; expert mentoring for follow-up support; principals’ participation in the PD program side by side with teachers; embedding technology in content-based and contextualized training; coherence in addressing digital curricula, research-based instructional strategies and ways of assessing 21st century skills; face-to-face and online professional learning communities; and ongoing feedback and reflection. The study also generated some recommendations that might transform future PD programs in Egypt. 2020-02-01T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/806 https://fount.aucegypt.edu/context/etds/article/1805/viewcontent/Rezk_20Marey_27s_20MA_20Thesis_Discovery_20Education_20Transformative_20Professional_20Development_20_20Model_20in_20Egypt_STEM_20Now_20Egypt.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 Transformative Professional Development - PD Constructivist Principles - Discovery Education PD Model - Features of Transformative PD - Principals' and Mentors' Roles in PD - Past and Future Professional Development in Egypt in Egypt NA NA |
| spellingShingle | Transformative Professional Development - PD Constructivist Principles - Discovery Education PD Model - Features of Transformative PD - Principals' and Mentors' Roles in PD - Past and Future Professional Development in Egypt in Egypt NA NA Marey, Rezk Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study |
| title | Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study |
| title_full | Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study |
| title_fullStr | Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study |
| title_full_unstemmed | Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study |
| title_short | Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study |
| title_sort | discovery education transformative professional development model in egypt a phenomenological study |
| topic | Transformative Professional Development - PD Constructivist Principles - Discovery Education PD Model - Features of Transformative PD - Principals' and Mentors' Roles in PD - Past and Future Professional Development in Egypt in Egypt NA NA |
| url | https://fount.aucegypt.edu/etds/806 https://fount.aucegypt.edu/context/etds/article/1805/viewcontent/Rezk_20Marey_27s_20MA_20Thesis_Discovery_20Education_20Transformative_20Professional_20Development_20_20Model_20in_20Egypt_STEM_20Now_20Egypt.pdf |
| work_keys_str_mv | AT mareyrezk discoveryeducationtransformativeprofessionaldevelopmentmodelinegyptaphenomenologicalstudy |