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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 universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi. Al-Baha University . (UpCERG)
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
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.

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Forskningsprogram
Datavetenskap med inriktning mot datavetenskapens didaktik
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URN: urn:nbn:se:uu:diva-398747OAI: oai:DiVA.org:uu-398747DiVA, id: diva2:1376685
Tilgjengelig fra: 2019-12-10 Laget: 2019-12-10 Sist oppdatert: 2019-12-19bibliografisk kontrollert

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