This research explored teacher professional development (PD) practices appropriate for use by Omani Post-Basic Education school teachers. The researcher investigated the perspectives of different participants. For data collection, the nominal group technique (NGT) and focus groups (FG) were used. Recommendations have been developed for possible enhanced practices and changes.
LocationCentral Queensland University
Additional RightsEmbargoed until 3 September 2021. Restrict access to all thesis details (author, title and thesis) during embargo. I hereby grant to Central Queensland University or its agents the right to archive and to make available my thesis or dissertation in whole or in part through Central Queensland University’s Institutional Repository, ACQUIRE, in all forms of media, now or hereafter known. I retain all copyright, including the right to use future works (such as articles or books), all or part of this thesis or dissertation.
SupervisorProfessor John Dekkers ; Dr Angelina Ambrosetti ; Dr Ali Abusalem
Thesis TypeDoctoral Thesis