Wesam Rohouma, Hameda Suwaed


In higher education contexts, while much research is conducted towards highlighting the importance of professional development, studies on how to train teachers to implement new methods effectively are few and far between. Such an imbalance needs to be addressed since how to train teachers might have a direct impact on how teachers teach. This paper investigates the implementation of training model that highlights the importance of creating collaborative, college based settings to support teachers. The findings of the study show that the suggested model provides a college based setting that would support teachers' self-reflection and improvement in the teaching practice.


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educational context, teachers’ training, professional development


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