Evaluation of Teachers for the 21st Century Training Project

Autor/in	Elannani, Hassan
Titel	Evaluation of Teachers for the 21st Century Training Project
Quelle	In: International Education Studies, 6 (2013) 3, S.48-54 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Teacher Evaluation; Teacher Education; Teacher Workshops; Participant Observation; Program Evaluation; Educational Benefits; Professional Development; Barriers; Qualitative Research; Documentation; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Lehrerausbildung; Lehrerbildung; Teilnehmende Beobachtung; Programme evaluation; Programmevaluation; Bildungsertrag; Qualitative Forschung; Dokumentation; Vereinigte Arabische Emirate
Abstract	The United Arab Emirates has witnessed exponential growth while its schools have been lagging behind other areas of national development. Research studies attributed that to classroom practices that overemphasized theory and rote memorization. Education officials addressed this issue by setting up training programs about effective teaching techniques and strategies. The author participated in the "Teachers for the 21st Century" project and provided workshops to hundreds of public schools' teachers. To evaluate this teacher training project, the author followed a qualitative methodology using participant observation and data from documents, newspaper accounts, observation notes, and transcriptions of tape-recordings during the project. After each training session, the author tape recorded observations and noted participants' views and impressions. After the tapes were transcribed there emerged salient findings related to training content, trainers and translators, participants, training environment, and project management. The author found that an amalgam of organizational, professional, and cultural deficiencies had caused the three years' project to be discontinued after less than one year of its inception. Despite these shortcomings, teachers and trainers had benefited from the training. However, these pressing issues must be seriously addressed in order to conduct sustainable professional development programs in the United Arab Emirates and Gulf region. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01