Saudi Science Teacher Professional Development

Abstract

Professional development is one significant mechanism for maintaining a high standard in science teaching. This chapter is intended to provide guidance that stems from best practice, as highlighted in the relevant literature and analysis of the state of science education in the country. The chapter consists of three main sections: the first section reviews what has been published over the past decade, which provides a base of knowledge about the characteristics of effective professional development. The second section depicts the status of professional development in Saudi Arabia, and highlights where we have yet to improve. It draws on the available data and efforts surrounding professional development. The third section attempts to identify the various challenges ahead regarding professional development. Based on these three sections, we propose recommendations for the advancement of science teacher professional development in Saudi Arabia.

Back to basics: A role of reading, writing, and arithmetic teaching

“…The findings of the study show that refining writing and reading abilities could improve the learning capacity of adults. According to Almazroa and Al-Shamrani (2015), the competency level of teachers influences the learning capability and competency of students. Therefore, efforts should be instigated for integrating WTL strategies for teachers' training and development adopted by educational institutes in Saudi also to create a positive impact on the students.…”

Exploring the Integration of Engineering Design Practices in Tenth-Grade Chemistry Activities

“…Furthermore, the Saudi science community has grown more concerned that the present curriculum does not adequately reflect the current and future social, cultural, and economic demands of the Saudi society, nor does it adequately satisfy the needs of all students since that time ( Alhomairi, 2018 ). Schools in Saudi Arabia still rely on teacher-centered techniques, which scholars claim, have resulted in a decrease in students’ participation in inquiry-based learning ( Al-Ghanem, 1999 ; Almazroa and Aloraini, 2012 ). A reform effort to improve the Saudi’s mathematics and science curriculum involved modifications in the McGraw-Hill series textbooks used for primary and secondary education ( Al Zughaybi, 2011 ; Al Zubaidi, 2017 ).…”