Analyzing Plans of Localizing Professional Development of the Ministry of Education in Kuwait Based on TPACK Model for the Rolling Out Competency-Based Curriculum
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 23 February 2021

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

Fatimah Alhashem

Gulf University for Science and Technology

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.01.178

Pages: 113-121

Keywords: TPACK Model, Competency-Based Curriculum, Teachers’ Training, Reform Curriculum, Localized Training, Professional Development, Mixed Method, Master Trainer, Supervisors, World Bank

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.

References

  1. Alazemi, J. (2018). The perceptions of classroom teachers, heads of department and head teachers of the effectiveness of recent policy reforms in middle schools in Kuwait (2005-2015) (Doctoral dissertation, University of Reading).

  2. Alqahtani, A. (2018). Teacher Perceptions of Professional Development in Kuwait Compared to Professional Learning Standards. ProQuest LLC.

  3. Alshammari, A. S. (2014). A socio-cultural investigation of science curriculum reform and implementation in Kuwait: perspectives of teachers, students and curriculum reformers.

  4. Al Shammari, I., Testerman, J., & Halimi, F. (2020). Exploring Teachers’ Attitudes towards Teachers’ Learning Community in Government Schools in Kuwait. Journal of Educational and Social Research, 10(1), 206-206.

  5. Guskey, T. R. (1995). Professional development in education: In search of the optimal mix. In T. R. Guskey & M. Huberman (Eds.), Professional Development in Education: New Paradigms and Practices (pp. 114-131). New York: Teachers College Press

  6. KARTAL, T., & AFACAN, Ö. (2017). Examining Turkish pre-service science teachers’ technological pedagogical content knowledge (TPACK) based on demographic variables. Journal of Turkish Science Education, 14(1), 1-22.

  7. Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152.

  8. Lewin, K.M. and Stuart, J.S. (2003). Researching on teacher education: New perspectives on practice, performance and policy.Synthesis report of Multi-site Teacher Education Project (MUSTER). Sussex: University of Sussex Institute of Education.

  9. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.

  10. Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD publishing.

  11. Singer, F. M., Samihaian, F., Holbrook, J., & Crisan, A. (2014). Developing a competence-based curriculum for the 21st century: The case of Kuwait. Procedia-Social and behavioral sciences, 128, 475-481.

  12. Thomas, T., Herring, M., Redmond, P., & Smaldino, S. (2013). Leading change and innovation in teacher preparation: A blueprint for developing TPACK ready teacher candidates. TechTrends, 57(5), 55-6

  13. Thompson, A., & Mishra, P. (2008). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2). 38–64.

  14. World Bank (2005). Expanding opportunities and building competencies for young people: A new agenda for secondary education. Washington, DC: World Bank.

bottom of page