University of Bahrain
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Faculty Professional Development and Its Impact on Teaching Strategies in Saudi Arabia

Show simple item record Alghamdi,Amani K. Hamdan 2018-07-26T05:58:03Z 2018-07-26T05:58:03Z 2018-07
dc.identifier.issn 2210-1578
dc.description.abstract This qualitative study explores a group of male and female faculty members (n = 85), drawn from diverse academic disciplines, who participated in a two-day Higher Order Thinking Skills (HOTS) workshop held at a university in Saudi Arabia. Shortly after participating in this two-day workshop, the faculty members were surveyed to obtain data about their experience. Three months later, a random sample of these individuals progressed to an in-depth follow-up interview in order to determine whether they had fulfilled their participation objectives. The degree of planned and enacted HOTS workshops, the analysis of post-workshop abilities, and the level of knowledge of and ability in HOTS are topics that have not yet been explored in the professional faculty development literature. Ideally, the assessment of the impact on the professional development of faculty members should measure the effect of learning in terms of their ability to implement what they have learned. The results show that 89% of the faculty members were initially enthusiastic about applying the knowledge and skills acquired through the workshop but that what they had learned started to diminish and to be set aside within the first three months. This was largely because the faculty members became heavily focused on routine activities including lecturing. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.subject higher education en_US
dc.subject faculty development en_US
dc.subject Saudi Arabia en_US
dc.subject higher order thinking skills en_US
dc.title Faculty Professional Development and Its Impact on Teaching Strategies in Saudi Arabia en_US
dc.type Article en_US
dc.volume 06
dc.issue 02
dc.pagestart 77
dc.pageend 93
dc.source.title Journal of Teaching and Teacher Education
dc.abbreviatedsourcetitle JTTE

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