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Why Computer Science teachers in Saudi Arabia Learn on Their Own: Impulse for Self-Directed Professional Development in CS teaching
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Al-Baha University . (UpCERG)
(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: urn:nbn:se:uu:diva-398747OAI: oai:DiVA.org:uu-398747DiVA, id: diva2:1376685
Available from: 2019-12-10 Created: 2019-12-10 Last updated: 2019-12-19Bibliographically approved

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Alghamdi, Fayiq

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