Crossing Deserts and Oceans: Professional Development Routes of English Teachers in Arab Gulf Countries
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Key Points
MAIN FINDING: Expatriate teachers in the Gulf perceive professional development as helpful for career growth, yet find it often irrelevant to their daily teaching.
KEY EVIDENCE: Experienced teachers expressed concerns about PD programmes not aligning with their specific needs, affecting their efficacy.
APPROACH: Data were gathered through a survey of 144 expatriate teachers across Gulf Cooperation Council countries.
SIGNIFICANCE: The research emphasizes the urgent need for customized professional development to meet unique educational challenges in the region.
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Implication
Survey reveals expatriate teachers face challenges in professional development, highlighting the need for tailored support.