Embedded teacher professional development in Oman: Opportunities and challenges

This chapter presents embedded professional development as a viable alternative, and a powerful lever for improving and sustaining learning for both students and teachers alike. More specifically, it highlights the attributes of the embedded teacher development approach, and describes how effective these attributes can be aligned with the current teachers’ development practices in Oman. Furthermore, the opportunities and challenges which might favor, or on the contrary hinder the adoption of this approach will be analyzed from the perspectives of teachers and policy makers. It is argued that teachers learn best when they are self-directed and provided with opportunities for building new knowledge and expertise as they engage in their daily work activities. A descriptive analytic methodology was used in this study. The data collected are based on critical analysis of policy documents, and structured interviews with policy makers, teachers trainers, and teachers.