Practice and promotion amongst Egyptian science and mathematics teachers following an In-service programme

Abstract

This article reports the analysis of survey data on the self-reported changes to classroom practice and activities of promoted and non-promoted Egyptian science and mathematics teachers following a 12-week in-service course in the United Kingdom. The analysis looks at the factors that are important for promotion. Teachers who self-reported being able to distance themselves from the constraints perceived by others, who had built a relationship with the administration of the local education system and who were able to introduce changes across the range of skills required of a professional, are those who reported promotion.