uu.seUppsala University Publications
Change search
Link to record
Permanent link

Direct link
BETA
Alghamdi, Fayiq
Publications (6 of 6) Show all publications
Alghamdi, F., Nylén, A. & Pears, A. (2019). Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia. In: : . Paper presented at 49th Annual Frontiers in Education (FIE) Conference, Cincinatti, October 16-19, 2019. IEEE
Open this publication in new window or tab >>Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This work-in-progress paper presents a study on

how K-12 Computer Science teachers in Saudi Arabia have

changed their pedagogy as a result of engaging in one year of

professional development leading up to applying for a teacher’s

award. The results are based on thematic analysis of fourteen

interviews with teachers that have been awarded either the

’Education Excellence Award’ or the ’Microsoft Expert in Education’.

The study focuses on how preparing for and getting

the teaching award has influenced them focusing on changes

in their pedagogical development and subsequent practices. The

work provides an in-depth description of several aspects of

the Saudi Arabian teaching culture. It explores and discusses

the affordances of mechanisms used to strengthen pedagogical

competence in a teacher community, paying extra attention to

awards. This study identifies four main factors that motivate

teachers to engage in pedagogical development in teaching

Computer Science. The research suggests that awards can be an

efficient motivator in establishing a culture of excellence among

Computer Science teachers.

Place, publisher, year, edition, pages
IEEE, 2019. p. 6
National Category
Computer Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-397189 (URN)978-1-7281-1746-1 (ISBN)
Conference
49th Annual Frontiers in Education (FIE) Conference, Cincinatti, October 16-19, 2019
Available from: 2019-11-18 Created: 2019-11-18 Last updated: 2019-11-25Bibliographically approved
Alghamdi, F., Nylén, A. & Pears, A. (2018). Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia. In: 2018 IEEE Frontiers in Education Conference (FIE): . Paper presented at 48th IEEE Frontiers in Education Conference (FIE), San Jose State Univ, San Jose, CA, October 03-06, 2018. Piscataway, NJ: IEEE
Open this publication in new window or tab >>Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia
2018 (English)In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper, Published paper (Refereed)
Abstract [en]

This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2018
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-362867 (URN)10.1109/FIE.2018.8659265 (DOI)000468396903022 ()978-1-5386-1174-6 (ISBN)
Conference
48th IEEE Frontiers in Education Conference (FIE), San Jose State Univ, San Jose, CA, October 03-06, 2018
Available from: 2019-03-07 Created: 2018-10-11 Last updated: 2019-08-01Bibliographically approved
Alghamdi, F., Pears, A. & Nylén, A. (2018). Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia. In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering: . Paper presented at ISSEP 2018, October 10–12, Saint Petersburg, Russia (pp. 129-140). Springer
Open this publication in new window or tab >>Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia
2018 (English)In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering, Springer, 2018, p. 129-140Conference paper, Published paper (Refereed)
Abstract [en]

The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

Place, publisher, year, edition, pages
Springer, 2018
Series
Lecture Notes in Computer Science ; 11169
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-363118 (URN)10.1007/978-3-030-02750-6_10 (DOI)000495445600010 ()978-3-030-02749-0 (ISBN)
Conference
ISSEP 2018, October 10–12, Saint Petersburg, Russia
Available from: 2018-10-11 Created: 2018-10-12 Last updated: 2019-12-05Bibliographically approved
Alghamdi, F. (2017). Why do female students choose to study CS in the Kingdom of Saudi Arabia?. In: Proc. 5th International Conference on Learning and Teaching in Computing and Engineering: . Paper presented at 5th International Conference on Learning and Teaching in Computing and Engineering (LaTiCE 2017), April 20–23 2017, Hong Kong (pp. 49-53). IEEE Computer Society
Open this publication in new window or tab >>Why do female students choose to study CS in the Kingdom of Saudi Arabia?
2017 (English)In: Proc. 5th International Conference on Learning and Teaching in Computing and Engineering, IEEE Computer Society, 2017, p. 49-53Conference paper, Published paper (Refereed)
Abstract [en]

We know that female students in computer science, CS, are fewer than male students in Western countries. What is not well understood is the high rate of Saudi female students in CS. This article explores why female students choose to study CS in the Kingdom of Saudi Arabia, KSA. Data was collected through structured interviews with ten female students in three different universities in the KSA. The content analysis approach was used. This study determines the students' experiences in studying CS. The findings of this study are a first step in paying more attention to the system of women's education in the KSA. Motivation and expectation regarding CS were investigated. Results showed that the reasons behind the engagement of Saudi female students in CS are government support, family influence, and a stable workplace. The results could help to improve the CS curriculum and program of preparation for CS teachers in the KSA.

Place, publisher, year, edition, pages
IEEE Computer Society, 2017
Series
International Conference on Teaching and Learning in Computing and Engineering, ISSN 2377-0309
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-322378 (URN)10.1109/LaTiCE.2017.16 (DOI)000414514300009 ()978-1-5386-0892-0 (ISBN)
Conference
5th International Conference on Learning and Teaching in Computing and Engineering (LaTiCE 2017), April 20–23 2017, Hong Kong
Available from: 2017-05-20 Created: 2017-05-20 Last updated: 2018-03-21Bibliographically approved
Alghamdi, F. (2016). Women in computing in Saudi Arabia. In: Proc. 3rd ACM-W Europe Celebration of Women in Computing: . Paper presented at womENcourage 2016, September 12–13, Linz, Austria (pp. 1-3).
Open this publication in new window or tab >>Women in computing in Saudi Arabia
2016 (English)In: Proc. 3rd ACM-W Europe Celebration of Women in Computing, 2016, , p. 4p. 1-3Conference paper, Poster (with or without abstract) (Other academic)
Publisher
p. 4
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:uu:diva-303381 (URN)
Conference
womENcourage 2016, September 12–13, Linz, Austria
Available from: 2016-09-19 Created: 2016-09-19 Last updated: 2018-01-10Bibliographically approved
Alghamdi, F.Why Computer Science teachers in Saudi Arabia Learn on Their Own: Impulse for Self-Directed Professional Development in CS teaching.
Open this publication in new window or tab >>Why Computer Science teachers in Saudi Arabia Learn on Their Own: Impulse for Self-Directed Professional Development in CS teaching
(English)Manuscript (preprint) (Other academic)
Abstract [en]

The research investigates the self-directed learning of CS teaching among Computer Science (CS) teachers in Saudi Arabia schools as a way of their professional development. The researchers developed a questionnaire with a 42-items inspiring from the previous literature and the purpose of the research question: How CS teachers were influenced by self-directed professional development in CS teaching? The questionnaires evaluated by the virtual honesty, Factor analysis and Alpha-Cronbach. Then, it distributed to 16 education offices and responses were received from 352 participants. The data shows that CS female teachers are more engaged in self-directed learning than CS male teachers. Also, the participants agreed on the total of average scores of the survey on learners’ self-directedness in the workplaces and self- reflection, planning, reasons and professional development for CS teachers. The recommendation made supported the CS teaching internet material recourses and make them easy and accessibility for all CS teachers community.

National Category
Computer Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-398747 (URN)
Available from: 2019-12-10 Created: 2019-12-10 Last updated: 2019-12-19Bibliographically approved
Organisations

Search in DiVA

Show all publications