'HOW TO CHANGE THINGS WHEN CHANGE IS HARD': THE TRIAL OF PROFESSIONAL DEVELOPMENT MODEL FOR LIBYAN UNIVERSITY TEACHERS
Abstract
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.
Article visualizations:
Keywords
References
Fuhrman, S. (1993) Designing Coherent Education Policy: Improving the System. San Francisco: Jossey-Bass.
Lehman, J. D., George, M., Buchanan, P., & Rush, M. (2006). Preparing Teachers to Use Problem-centered, Inquiry-based Science: Lessons from a Four-Year Professional Development Project. Interdisciplinary Journal of Problem-Based learning. 1(1)
Murray I. & Savin-Baden M. (2000) Staff Development and Problem-based Learning, Teaching in Higher Education, 5 (1), pp. 107-126.
Othman, H. et al. (2013) 5 Ladders of Active Learning: an Innovative Learning Steps in PBL Process. The 4th International Research Symposium on Problem-Based Learning (IRSPBL) 2013
Ravitz, J. (2003) Balancing teachers’ willingness to change with classroom realities: Moving towards an error model in professional development research. Paper presented at the Annual Meeting of the Society for Information Technology in Teacher Education, Albuquerque, NM.
Rogers, M. et al (2010). First year implementation of a project-based learning approach: The need for addressing teachers’ orientations in the era of reform. International Journal of Science and Mathematics Education, 9(4), 893–917.
Singh, G. & Singh, S. (2008). Malaysian Graduates’ Employability Skills, UNITAR e-Journal, Vol. 4, No. 1, 15 – 45.
Seferoglu, S. 'Killing Two Birds with One Stone: Establishing Professional Communication among Teachers'. Procedia and Behavioural Science. 9:547-554. 2010
Suwaed, H. and Rohouma, W. (2015) a New Vision of Professional Development for University Teachers in Libya: ‘It’s not an Event, it is Process’ Universal Journal of Educational Research. 3(10): 691-696.
Vratulis, V., Clarke, T., Hoban, G., & Erickson, G. (2011). Additive and disruptive pedagogies: The use of slow-motion as an example of digital technology implementation. Teaching and Teacher Education, 27(8), 1179–88
Wenger, E. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press. 19
DOI: http://dx.doi.org/10.46827/ejes.v0i0.1191
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Wesam Rohouma, Hameda Suwaed
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
