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

Abstract EN

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.