This thesis reports an interpretivist, mixed-methods investigation of teachers’ experiences of professional development within a major education reform in the Emirate of Abu Dhabi, United Arab Emirates. Drawing on data from 393 Arab and Western teachers, the study considered the factors (design, non-design-related, and cultural) that contributed to the impact of professional development in this ... [Show full abstract] context. The study extended existing literature by highlighting the importance of culture and context in influencing teacher professional development.
Keywords: Teacher professional development; professional development evaluation; education reform; culture; cultural differences; policy and practice; Abu Dhabi; United Arab Emirates; mixed-methods research; interpretivist research.
The full-text of this thesis is available at https://espace.curtin.edu.au/handle/20.500.11937/57566