Investigation of Saudi Teachers’ Perceptions of Teaching and Learning after a 12-month Professional Development Programme in Australia

Gosia Klatt; Amy Berry; Anne Suryani; Veronica Volkoff; Hesham Khadawardi

doi:10.14221/ajte.2020v45n7.2

Investigation of Saudi Teachers’ Perceptions of Teaching and Learning after a 12-month Professional Development Programme in Australia

Gosia Klatt, Amy Berry, Anne Suryani, Veronica Volkoff, Hesham Khadawardi

Australian Council for Educational Research (ACER)

Research output: Contribution to journal › Article › peer-review

Abstract

This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students and schools in Saudi Arabia are also discussed.

Original language	English
Journal	Australian Journal of Teacher Education
DOIs	https://doi.org/10.14221/ajte.2020v45n7.2
Publication status	Published - 1 Jan 2020

Keywords

Saudi Arabian education
beliefs about teaching and learning
cross-cultural immersion
school immersion
teacher professional development

Disciplines

Teacher Education and Professional Development

Access to Document

10.14221/ajte.2020v45n7.2Licence: Unspecified

https://ro.ecu.edu.au/ajte/vol45/iss7/2

Cite this

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