The development and implementation of a CPD programme for newly qualified teachers in Saudi Arabia.
University of Southampton, Southampton Education School,
`Globally, continuing professional development(CPD) is recognized as essential for promoting teacher learning and improving school effectiveness (e.g.Boyle, 2004; Cordingly et al., Gusky, 2000; Powell et al., 2003). Broad attention to CPD exists in many countries. CPD in Saudi Arabia is very much in its infancy and is characterized by an absence of sustained and progessive opportunites. This thesis seeks to invesitgate the development of a CPD programme that was designed by multiple stakeholders (a Steering Group) for newly qualified teachers (NQTs) in Saudi. The study sought a) to gather the perceptions of the Steering Group concerning their experiences in the design of the programme, and b) to track a sample of NQTs as they completed the CPD programme, seeking their views on the programme (content,delivery and organization etc.) and also the percieved impact of the prgramme on both their classroom practice and wider professional life in school.
A qualitative approach was adopted in this thesis. The study undertaken in this thesis was designed in two phases. The first phase focused on the views and experiences of the 'Steering Group' who collectively designed the programme. In the first phase, data were gathered through dorect observationof the Steering Group planning meetings, and semi-structured interviews with the Steering Group members after the programme had been developed. The second phase involved the implementation of the CPD programme. Five NQTs attended the CPD sessions. They were observed in the CPD sessions and in their classrooms and interviewed across the implementation period and after each classroom observation. NQTs were also asked to keep a reflective diary to record their experiences. Data were analysed inductively using a constant comparison process. A number of themes emerged. the collaborative design process enables many voices to be heard. Data indicated that while individual Sterring Group members initially sought to influence the broader direction of the CPD programme, all participants appreciated opportunities to debate CPD provision. Steering Group members offered many examples of 'new learning' which had emerged as a consequence of working alongside other stakeholders. NQTs were also positive regarding the content, activities and the delivery of the programme, in particular 'open discussion' as one delivery strategy. They were also positive concerning their engagement in the programme. Given that there is no mentoring arranagement in Saudi schools the programme became a place for teachers to talk and to share their experience. Many elements of the programme were taken into the classroom by the NQTs. The study conceptualizes CPD as 'collective authorship'. Serving teacher professional development needs the full engagement of all stakeholders to have a positive effect in Saudi. However, there is much to be learned concerning the'collective authorship' of CPD programmes and the need for a coordinated collaboration between a range of stakeholders with a common interest in new teacher induction and professional development. Close attention needs to be paid to time and resources when developing and implementing such CPD programmes in the future. Suggestions for further research into and development of Saudi CPD are provided
Actions (login required)