Professional development programs for teaching science in Saudi Arabia: A qualitative research study

Abstract

This study is an in-depth examination of Saudi Arabian male science teachers’ perceptions of the official PD program run by the government. The findings from this study demonstrate there are potential shortcomings in the current PD program that may prevent male science teachers from integrating active learning strategies into the classroom. From these findings, it is proposed that PD programs have significant potential for instructing science teachers about the new curriculum, especially in remote areas, provided that they are delivered in a way that is meaningful, informative and relevant to the science teachers.