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Teacher professional development practices appropriate for post-basic education school teachers in Oman

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posted on 01.09.2021, 21:34 authored by Said Al Tubi
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.

History

Location

Central Queensland University

Publisher DOI

Additional Rights

Embargoed 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.

Open Access

Yes

Era Eligible

No

Supervisor

Professor John Dekkers ; Dr Angelina Ambrosetti ; Dr Ali Abusalem

Thesis Type

Doctoral Thesis

Thesis Format

Traditional

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Categories

Keywords

Teacher professional developmentOmani contexta qualitative methodologynominal group techniquefocus groupsprofessional development deliveryTeacher Education and Professional Development of EducatorsEducation Policy

Licence

All Rights Reserved 1.0

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