Open AccessThe Effect of the Shift in Professional Development Models on a Saudi Arabian University Context
Author(s) -
Adil Abdul Rehman
Publication year - 2018
Publication title -
international journal of educational studies
Language(s) - English
Resource type - Journals
ISSN - 2641-533X
DOI - 10.53935/2641-533x.v1i2.80
Subject(s) - context (archaeology) , standardization , professional development , focus group , qualitative research , unit (ring theory) , medical education , resistance (ecology) , faculty development , university faculty , qualitative analysis , psychology , pedagogy , sociology , medicine , political science , mathematics education , history , social science , ecology , archaeology , biology , anthropology , law
This article discusses the shift in professional development models from inspectional to collegial systems and the effect of this trend in a Saudi Arabian university context. Members of the professional development unit responsible for the supervision of over 200 teachers in a Saudi Arabian university were interviewed. After qualitative analysis, three themes emerged: (1) Teacher Resistance (2) Willingness to listen to teachers (3) Standardization. The themes are discussed with the focus on how they help us determine which models of supervision influence the participant supervisors the most.