التعليم المهني للمعلمين في سلطنة عمان : نموذج القياس و واقع الممارسة

• Published in: مجلة العلوم التربوية Vol. 2021; no. 18; pp. 26 - 53
• Main Authors: الحارثية، خالصة بنت سالم بن حمد, الفهدي، راشد بن سليمان بن حمدان, حماد، وحيد شاه بور حسن, المهدي، ياسر فتحي الهنداوي
• Format: Journal Article
• Language: Arabic; English
• Published: الدوحة، قطر دار نشر جامعة قطر 2021
• ISSN: 2706-6711; 2706-672X
• DOI: 10.29117/jes.2021.0060

The purpose of this study was to examine the extent to which a four-dimensional measurement
model of teachers' professional learning matches field data in the Sultanate of Oman. It also
sought to identify the most frequently practiced professional learning activities and determine
the extent to which teachers’ perceived practice of such activities varies according to their
gender and years of experience. The study adopted a quantitative research approach whereby
data was collected from (315) teachers from the Governorate of Muscat, using the teacher
professional learning scale which included four dimensions: reflection, experimentation,
collaboration, and knowledge inquiry. The results revealed that the model of measuring the
professional learning of teachers was well matched with the educational context in Oman with
minor modifications. The results also showed that "experimentation" emerged as the most
practiced professional learning activity, followed by "reflection", "collaboration", and finally
"Reach out to the knowledge base" from its human and material sources. In addition, the study
found no statistically significant differences in the practice of the dimensions of professional
learning between male and female teachers, except for the dimension of “experimentation”
where significant differences were found to be in favour of female teachers. Years of experience
did not have any impact on the teachers’ perceived practice of professional learning. Finally, the
study came up with a set of recommendations, including adopting clear and structured programs
to promote and follow up the professional learning practices of teachers in Omani schools, and
establishing professional links between teachers of different schools; in order to raise the level
of professional learning.and birth order was found in the authoritarian father parenting style.