Conflicting road maps: cross-cultural professional development for Egyptian educators

Waheed Hammad*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)


This article reports on findings from a qualitative research study on overseas teachers’ continuing professional development (CPD). It seeks to explore the perceptions of a cohort of Egyptian teachers about their overseas training experience upon completion of a nine-month training programme in the UK. Data were mainly gathered through four focus-group interviews with a sample of 35 Egyptian teachers during the last week of their stay in England. Findings indicate that the CPD programme did not match teachers’ expectations. In particular, the teachers raised concerns about course content, lack of integration into university life and lack of opportunities for social interaction with other students leading to inadequate language development. The paper explores the clash of aspirations and locates them within a wider discourse of cultural dissonance.

Original languageEnglish
Pages (from-to)293-313
Number of pages21
Issue number2
Publication statusPublished - Mar 3 2016


  • continuing professional development
  • cross-cultural transfer
  • overseas teacher training
  • teacher education

ASJC Scopus subject areas

  • Education


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