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

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

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
JournalCompare
Volume46
Issue number2
DOIs
Publication statusPublished - Mar 3 2016

Fingerprint

educator
teacher
overseas
willingness to integrate
qualitative research
training program
university
discourse
lack
interaction
interview
language
experience
Group
student

Keywords

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

ASJC Scopus subject areas

  • Education

Cite this

Conflicting road maps : cross-cultural professional development for Egyptian educators. / Hammad, Waheed.

In: Compare, Vol. 46, No. 2, 03.03.2016, p. 293-313.

Research output: Contribution to journalArticle

@article{55fa08f6e7784f6f8c1a9e2ed6e16e3c,
title = "Conflicting road maps: cross-cultural professional development for Egyptian educators",
abstract = "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.",
keywords = "continuing professional development, cross-cultural transfer, overseas teacher training, teacher education",
author = "Waheed Hammad",
year = "2016",
month = "3",
day = "3",
doi = "10.1080/03057925.2014.985186",
language = "English",
volume = "46",
pages = "293--313",
journal = "Compare",
issn = "0305-7925",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - Conflicting road maps

T2 - cross-cultural professional development for Egyptian educators

AU - Hammad, Waheed

PY - 2016/3/3

Y1 - 2016/3/3

N2 - 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.

AB - 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.

KW - continuing professional development

KW - cross-cultural transfer

KW - overseas teacher training

KW - teacher education

UR - http://www.scopus.com/inward/record.url?scp=84960336305&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84960336305&partnerID=8YFLogxK

U2 - 10.1080/03057925.2014.985186

DO - 10.1080/03057925.2014.985186

M3 - Article

AN - SCOPUS:84960336305

VL - 46

SP - 293

EP - 313

JO - Compare

JF - Compare

SN - 0305-7925

IS - 2

ER -