An examination of the nature, quality, and perceived effectiveness of continuing professional development opportunities for physical education teachers in the Sultanate of Oman

Al Maqbali, Durayra Humaid (2020). An examination of the nature, quality, and perceived effectiveness of continuing professional development opportunities for physical education teachers in the Sultanate of Oman. University of Birmingham. Ph.D.

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Abstract

There is no doubt that improving the quality of education is priority internationally; and teachers are expected to engage in Continuing Professional Development programmes to improve their practices. Research into teachers’ CPD, i.e. what works well and what needs to change to maximise teacher learning, is therefore an important field of inquiry.

In the context of Oman, investment in education, including teachers’ CPD, has increased substantially since the 1970s. Despite this, emerging research examining CPD structures and possibilities (mainly for teachers of English), has identified a number of limitations of the existing CPD provision in Oman. Although research on teachers’ CPD is increasing, there is no research on PE teachers. Questions thus remain about the nature and effectiveness of CPD provision for PE teachers. To address this gap, the present study sought to examine the nature, quality, and perceived effectiveness of continuing professional development opportunities for PE teachers in the Sultanate of Oman.

A variety of methods were employed to answer the following main research question which was examine the nature, quality, and perceived effectiveness of continuing professional development opportunities for physical education teachers in the sultanate of Oman. Three studies have contributed to answering this research question. The first study relied on a teacher online CPD survey. The second study examined the experiences and perceptions of 11 PE teachers working in post-basic schools in Muscat. A semi-structured interview was implemented. The third study, also employed a semi-structured interview, focusing on CPD providers from four different organisations in Muscat. The overall finding of this thesis is that there are limited opportunities available for PE teachers in Oman. The formal, government-funded opportunities are not always appropriately targeted and are repetitive in nature. Although teachers reported engaging in some informal learning, this was neither supported nor encouraged in their school. Further research is needed in order to examine the impact on student learning of PE teachers in schools undertaking CPD programmes. Also, an experimental approach could be adopted to provide robust evidence of impact on teacher and student learning.

Type of Work: Thesis (Doctorates > Ph.D.)
Award Type: Doctorates > Ph.D.
Supervisor(s):
Supervisor(s)EmailORCID
Makopoulou, kyriakiUNSPECIFIEDUNSPECIFIED
Griffiths, MarkUNSPECIFIEDUNSPECIFIED
Licence: All rights reserved
College/Faculty: Colleges (2008 onwards) > College of Life & Environmental Sciences
School or Department: School of Sport, Exercise and Rehabilitation Sciences
Funders: Other
Other Funders: Government of the Sultanate of Oman
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
URI: http://etheses.bham.ac.uk/id/eprint/9555

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