Investigating Teacher Professional Learning in a Context of Change: A Uae Case Study

ABSTRACT

This case study examined teacher professional learning in the context of the Abu Dhabi New School Model educational reform initiative. Data were collected through semi-structured interviews that were conducted with teachers and school leaders. The study’s findings reveal a serious disconnect between formal policy, practice, and implementation as teachers lacked agency and many constraints prevented them from engaging in further professional learning opportunities. These constraints and challenges included a lack of organizational support, time, and choice in the school’s professional development programs. Recommendations and implications for policy and practice were drawn based on the findings.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1. Teachers were expected to demonstrate several different types of duties and responsibilities in meetings within the realm of (a) school, department, etc. planning, (b) preparing for lessons collaboratively, and (c) preparing and conducting PD for the school community that is situated within collaborative engagement.