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Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia
... 73% networking opportunities [24]. Another research conducted in Saudi Arabia among Computer science teachers in relation to professional development and denoted those teachers transmits new ideas, innovations and creative teaching methods that impact the students to develop their professional skills through mentoring activities [25]. Also, mentoring and professional development strategies mentioned by Jessica Bejarano in the year 2022 in her review of article [26]. ...
Background: Health care institutes started mentorship programs for the professional and social development of trainees and junior health care staff. The objective of the present study was to find the perceptions of mentees and mentors about the process of the mentorship program at Qassim Family Medicine academy. Methodology: A cross-sectional study was carried out among the mentees (60) and mentors (31) affiliated with Family Medicine Academy, Qassim in September 2022. Data was collected using a semi structured questionnaire. Data was analyzed with SPSS.
... 73% networking opportunities [24]. Another research conducted in Saudi Arabia among Computer science teachers in relation to professional development and denoted those teachers transmits new ideas, innovations and creative teaching methods that impact the students to develop their professional skills through mentoring activities [25]. Also, mentoring and professional development strategies mentioned by Jessica Bejarano in the year 2022 in her review of article [26]. ...
Background: Health care institutes started mentorship programs for the professional and social development of trainees and junior health care staff. The objective of the present study was to find the perceptions of mentees and mentors about the process of the mentorship program at Qassim Family Medicine academy. Methodology: A cross-sectional study was carried out among the mentees (60) and mentors (31) affiliated with Family Medicine Academy, Qassim in September 2022. Data was collected using a semi structured questionnaire. Data was analyzed with SPSS. Results: A total of 60 mentees and 31 mentors participated. The majority of mentees opined that the mean number of mentor meetings was 2.76 per year. Mentees perceptions about clear objectives in their meeting was 71.7%, the same percentage (70%) mentioned as opportunity to discuss strengths and weaknesses in the mentor meeting. Sevety-seven percent of the mentors opined that mentee achieved their set targets large extent to fully. The mentees mean overall satisfaction and standard deviation about the mentorship program was 7.5 ± 2.72, mentors overall satisfaction was reported 7.8 ± 1.7 out of 10. Conclusions: Based on the findings, mentors and mentees were overall satisfied with the mentorship program. But, Mentees’ perceptions about social or psychological problems and professional development agreed was nearly fifty percent only. On the other hand, mentors had concerns related to the keenness of mentees for the mentorship meeting. There is a need to focus on these domains in the forthcoming mentorship programs.
... Another pedagogical approach, pairprogramming, was used by several other programs (Mouza et al., 2016;Price, et al., 2016). In addition, several innovative approaches surfaced from this study, such as student academy (Reding et al., 2016), project scoring (Kao et al., 2020), and lesson design contest (Alghamdi et al., 2019). Overall, the lead teacher model was the most popular approach utilized by 14 out of the 41 programs (e.g. ...
Background & Context
Many efforts have been dedicated to building computer science (CS) teacher capacity through offering professional development (PD) programs. Previous reviews indicated the need to offer more continual support for teachers. Recent research has shifted its focus to scaling up PD and sustaining teaching capacity by establishing PLCs for CS teachers.
Objective
This study aims to conduct a systematic literature review of recent research on K-12 CS teacher PD, with an explicit exploration of PLCs.
Method
Based on 48 selected articles of 41 programs, this study explored features that contributed to the effectiveness of PD, including (1) PD goals, (2) theoretical frameworks and PD models, (3) curriculum and pedagogy, (4) programming tools, (5) program structure and approach, and (6) PD evaluation. We also examined whether and how these programs were dedicated to establishing PLCs.
Findings
Findings indicate a considerable increase in the number of studies on CS teacher PD . More programs saw the promising roles of PLCs and explored a variety of approaches for community building and promoting teacher learning.
Implications
PLCs have immense potential for teacher development, including breaking teacher isolation and fostering collaboration. More research can enlighten the efforts for CS teacher preparation and development.
This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.
The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.
The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are main- tained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to under- stand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.
Studies of master teaching have investigated a set of qualities that define excellent teaching. However, few studies have investigated master teachers’ perspectives on excellent teaching and how it may differ from other faculty or students. The current study investigated award-winning teachers’ (N = 50) ratings of the 28 qualities on the teacher behavior checklist. There was substantial overlap in the importance placed upon various teaching qualities among award-winning teachers and other faculty. However, excellent teachers placed more value upon being prepared and forming rapport with students. Full professors placed more importance on several teaching qualities than associate and assistant professors. Teaching training programs should include broad definitions of excellent teaching that incorporate components that some faculty may otherwise overlook.
This book describes the reasoned action approach, an integrative framework for the prediction and change of human social behavior. it provides an up-to-date review of relevant research, discusses critical issues related to the reasoned action framework, and provides methodological and conceptual tools for the prediction and explanation of social behavior and for designing behavior change interventions.
The degree of queen rania award for distinguished teachers contribution in improving the educational performance in the hashemite kingdom of jordan schools as perceived by teachers
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The role of hamdan award in the uae school reform
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About the global teacher prize
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The extent to which the application of the criteria of the education award for excellence in the promotion of school leaders in schools in the province of bakiriya - case study
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Changing the educational epistemologies of computer science teachers- a case study of the kingdom of saudi arabia
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