This paper draws upon recently completed doctoral research that examined the development of a continued professional development (CPD) program for newly qualified teachers in Saudi Arabia. The purpose of this paper is to share some findings concerning the benefits and pitfalls from the use of ‘open discussion’ as one delivery strategy within this program. Five newly qualified teachers, who participated in four CPD sessions, had an opportunity to openly discuss various issues in each session related to their teaching and wider professional work. By adopting a qualitative approach, data were collected by means of observation of the CPD sessions, semi-structured interviews with the teachers, and a teacher reflective diary. Teachers’ responses were largely positive, but at the same time, they raised a few concerns related to the use of time and the importance of remaining on task. Whilst there is much to be learned from the adoption of an open discussion strategy acting as a forum to surface newly qualified teacher’s perspectives, closer attention to needs to be paid to session planning, the use of time, and careful session facilitation.
|Keywords:||CPD, Newly Qualified Teachers, Open Discussion, NQTs Concerns and Perspectives|
PhD, School of Education, Taibah University, Saudi Arabia
Senior Lecturer, Institutional Management and Leadership, Professional Development, Teachers CPD, School of Education, University of Southampton, Southampton, UK
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