Analyzing Plans of Localizing Professional Development of the Ministry of Education in Kuwait Based on TPACK Model for the Rolling out Competency-Based Curriculum

Autor/in	Alhashem, Fatimah
Titel	Analyzing Plans of Localizing Professional Development of the Ministry of Education in Kuwait Based on TPACK Model for the Rolling out Competency-Based Curriculum
Quelle	In: Education Quarterly Reviews, 4 (2021) 1, S.113-121 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Professional Development; Professional Continuing Education; Inservice Teacher Education; Elementary School Teachers; Middle School Teachers; Trainers; Supervisors; Pedagogical Content Knowledge; Technological Literacy; Competency Based Education; Educational Change; Curriculum Implementation; National Curriculum; Foreign Countries; Kuwait + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ausbildungslehrer; Trainer; Pädagogische Kompetenz; Technisches Wissen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; Ausland
Abstract	The aim of this study was to investigate the localized training for teachers during the reform of the education system in Kuwait between 2015 and 2017. It focuses on analyzing the professional development plans that were delivered to teachers for four core subjects in elementary and middle public schools. A mixed-method approach was employed, using quantitative one-way ANOVA and in-depth interviews and school visits to collect and analyze data. The results revealed that stakeholders and education leaders lacked clarity of purpose with respect to planning for professional development and did not rely on a cohesive framework for training teachers, resulting in discrepancies among all training plans. The study concludes with recommendations for the adaptation of a national framework for professional development based on educational theory and teachers' needs. (As Provided).
Anmerkungen	Asian Institute of Research. 5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, South Sulawesi, 90234, Indonesia. Tel: +62-411-366-2280; Fax: +62-411-366-2101; e-mail: editorial@asianinstituteofresearch.org; Web site: https://www.asianinstituteofresearch.org/eqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01