Teacher perceptions of professional development in the context of national educational reform: the case of Qatar*

Abstract

In light of nationally mandated educational changes in Qatar, this study investigates in-service teachers' perceptions of professional development (PD). The aims are to identify challenges facing teachers' PD. The respondents were 40 in-service teachers from two schools in Doha, Qatar, who had received PD connected with national educational reforms. They supplied data through questionnaires, interviews and concept maps indicating their perceptions of mandated PD. Generally, they expressed a belief in the importance of PD and its role in the improvement of teaching practice, motivation and communication. However, the findings revealed, among other things, that they had only a rudimentary understanding of PD and lacked the awareness that PD evoked any sense of personal growth, collaboration and self-reflection. The implications of the findings are discussed.