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  • 1.
    Alghamdi, Fayiq
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Al-Baha University .
    Why Computer Science teachers in Saudi Arabia Learn on Their Own: Impulse for Self-Directed Professional Development in CS teachingManuscript (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.

  • 2.
    Alghamdi, Fayiq
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Al-Baha University, Al Baha, Saudi Arabia.
    Why do female students choose to study CS in the Kingdom of Saudi Arabia?2017In: Proc. 5th International Conference on Learning and Teaching in Computing and Engineering, IEEE Computer Society, 2017, p. 49-53Conference 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.

  • 3.
    Alghamdi, Fayiq
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Women in computing in Saudi Arabia2016In: Proc. 3rd ACM-W Europe Celebration of Women in Computing, 2016, , p. 4p. 1-3Conference paper (Other academic)
  • 4.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia2018In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference 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.

  • 5.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia2019Conference 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.

  • 6.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia2018In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering, Springer, 2018, p. 129-140Conference 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.

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