Pixel International Conferences

This study aims to evaluate the effectiveness of professional development of the novice teachers in the Ministry of Education (MoE) in Oman and identify the barriers that faced to professional development from the perspective of key stakeholders. Namely policy makers, training providers and trainees. It has four key aims; to analyse PD policy for Novice Science Teachers (NSTs) at educational training centres in MoE in Oman; to investigate the perceptions of NSTs and other stakeholders regarding Professional Development Programmes (PDPs) offered to NSTs; to explore stakeholders’ expectations regarding PD of NSTs; and to analyses the recommendations of stakeholders on how to improve professional development programmes of NSTs based on integration theory, policy and practice. These key aims are achieved through the following three research questions.

1. Why did the MoE create a policy for the professional development of novice science teachers?
2. What are the stakeholders’ expectations of professional development provision of novice science teachers?
3. How successful was the policy of professional development of novice science teachers implemented in MoE?

This study integrates quantitative and qualitative methods by applying multiple variables and sampling methods when selecting stakeholders. Mixed methods help to understand the phenomenon of PD of NSTs from stakeholders’ perspectives, as well as analyse related policies and documents. Therefore, two main paradigms are applied: one based on scientific terms and another based on the interpretive approach. This study is heavily weighted towards the latter, which uses interviews and document analysis because the research questions focus on obtaining detailed descriptions of the phenomena under investigation, particularly the factors, expectations and deeper insights of stakeholders regarding the PD of NSTs.

Keywords: Stakeholder, Novice science teachers, Perspective, Mixed methods;

References:

[1] ACHINSTEIN, B. 2006. New teacher and mentor political literacy: Reading, navigating and transforming induction contexts. Teachers and teaching, 12(2), pp.123-138.
[2] AL-BALOOSHI, A. 2007 Perceptions of Omani Beginning Teachers' First Year Experience: Relationship and access. Unpublished.
[3] ALSOPHI. 2017. Appointments of Teachers of the Ministry of Education for the academic year 2017/2018. Oman Newspaper. 26/07/2017, p.4.
[4] MOE. 2014b. Evaluation of the Sultanate of Oman Education System (Grades 1-12). Muscat Oman: Ministry of Education