DOCTORAL PORTFOLIO · Web viewIntegrating technology in education plays a significant role in the refinement of teaching skills and knowledge into classrooms. Consequently, a Specialized

Running head: QUALITATIVE RESEARCH PROJECT

Experiences of Trainers in Technology-Based Training: Motivation, Satisfaction, and Challenges

Maimoona H. Al Abri

George Mason University

Spring 2016

EDRS 812

QUALITATIVE RESEARCH PROJECT 2

Experiences of Trainers in Technology-Based Training

Topic of the Study

The focus of the present study was to understand the technology- based training (TBT) experienced by different trainers at the

“Specialized Center for Professional Training of Teachers (SCPTT)”, and to explore the challenges tthe trainers are encountered in their

work. A case study was used to collect data and cross case analyzes was used to analyze the data. Four trainers, who experienced

professional training by technology integration at the (SCPTT) center, Sultanate of Oman, participated in the study.

I selected this particular topic for several reasons. First, the World Bank report (2012) indicated that the decline of students’ learning

performance in Oman, Middle East, was regarded to less-skilled teaching methodologies. Simultaneously, Trends in International

Mathematics and Science Study (TIMMS) has shownrevealed that Omani students have demonstrated low performance in mathematics and

science assessments for the fourth and eighth grades (Mullis & Michael, 2015). As a result, the government contended for a comprehensive

assessment to investigate the reasons behind the decline of the quality of education in the country. The one finding of the assessment was the

weakness of teaching methodologies. Thus, the government has made it a priority to raise the quality of education in Oman. Integrating

technology in education plays a significant role in the refinement of teaching skills and knowledge into classrooms. Consequently, a

Specialized Center for Professional Development of Teachers (SCPTT)” has been established two years ago, which intends to qualify Omani

teachers through experiencing teaching practices.

Colleen Vesely, 05/07/16,

Consider having someone else read your work for clarity before turning it in


A result of


How is this a case study?


Second, I have frequently heard about the limitations and challenges encountered by the users in the center (SCPTT), but I have thus

far failed to recognize the exact causes that make trainers frustrated, dissatisfied, and disappointed. I and my team keep trained them to

overcome these challenges and to familiarize themselves in online learning environment. I am, therefore, driven to try and understand the

reasons behind users feeling disappointed from the actions being taken in the center (SCPTT). The reason could be anything from lack of

management of the center, and the concept of training requirement for refinement, or to work overload on trainers and trainees. However, I

have been unable to pinpoint the issues that users in the center are facing. I believe that by conducting this study to explore the experiences of

trainers in the center in their roles of delivering professional training for teachers and by understanding the meanings constructed, I will have

the required insights to explain and clarify this situation. Thereby, I will guide the management in the center (SCPTT) to refine and improve

the performance in delivering professional training to teachers as necessary.

Third, there are several studies indicated that online learning assessment is a challenge. For instance, Miller and& Tucker (2015)

indicated that the challenges encountered educators through online learning are the development of online learning pedagogy and assessment

instruments. Similarly, Oncu and Cakir (2011), stated that the assessment of online learning environment (OLE) is still an issue, and the

critical issue of it is assessing the quality of learning while the learners spend a long time on learning. Therefore, as the online learning is a

part of the professional development approach in the SCPTT, exploring the evaluation methods experienced by trainers is going to illuminate

the difficulties in assessment.


Very nice overview


Good—and this should be included in your goals below


This statement is unclear


There were several goals of using this topic for the study research. First, before I traveled to continue my doctorate programfor

doctoral studies, I was in charge of technology settings in the center (SCPTT) in terms of customizing the learning management system

(LMS) for delivering training, training all users in using the platform, and administering the whole process in the center (SCPTT) through the

platform. Therefore, I am interested in interviewing trainers of science or trainers of new teachers program because they have had

experiences with technology-based training for one-twoa couple years.

Furthermore, because I have sufficient experience in integrating technology in education, either for learning or training purposes, and

have been involved in establishing the center (SCPTT) from the planning stage through to the implementation stage, and as I am studying

Instructional Design and Technology, I am curious to explore the framework of the center (SCPTT) in delivering professional training for k-

12 teachers. Therefore, my position encourages me to attempt to understand the nature of training environment and the experiences of

trainers who are building meaning with regard to the approach of delivering training through technology. Then, I would like to continue my

exploration of this topic in different contexts during my doctoral work.

Moreover, at the beginning of the project (SCPTT), I intended only to select the e-learning platform. However, after the center

(SCPTT) began to be set up, customized and implemented, various challenges were encountered in the compatibility between the center’s

approach in delivering training through the platform and the features available on the platform. Thus, I was assigned to solve this issue with

the center (SCPTT) management. After I finished the customization of the platform according to the center (SCPTT) requirements and

approaches, trainers and trainees began implementation of the platform according to the training framework of the center (SCPTT). While


Good—very clear


implementation, I received many complaints from trainers and trainees that the platform was frustrating to use. However, when I worked

with my team to investigate the issues, I found that the complaints were not with regards to the platform per se, but the process they were

involved in. This prompted me to explore and understand what exactly was going on this situation. I thus defined my goals by studying this

topic for this course project, First of all, my personal goals can be highlighted as follows: (1) I am considering designing my study as a pilot

study to extract insights for my dissertation research, and (2) I am planning to publish my paper in the conferences.

The practical goals I liked to accomplish from exploring this topic were: (1) my desire to understand the situation that trainers

in the center (SCPTT) are involved in, to improve or change certain practices to make their roles easier and satisfactory, and (2) to

improve the existing practices of professional development through technology-based training.

The intellectual goals of my study were: (1) as I am studying “Advanced Instructional Design” in addition to this course, I

found myself within interconnected disciplines, which integrated learning theories from instructional designers’ perspectives into

educational researches and practices. I saw this as an opportunity to understand the application of learning theories in technology-

based training, especially since both courses emphasized on acquiring features of learning theories such as behaviorism, cognitivism,

constructivism and connectivism, (2) to identify the nature of training within the professional development framework, and to

determine the constitutive elements of this framework, (3) to gain insight about the practices that trainers responsible for, and (4) to

understand trainers’ experiences in technology-based training and how they make sense of this.

Purpose and Research Questions


Nice discussion of your goals---again, very clear and well organized.


As the (SCPTT) plays a major role in overcoming the weakness of students’ learning performance, and as it is the first sector,

in Ministry of Education, applying this new principles of delivering professional training by combining a traditional training and an

asynchronous instruction, the demand for examining and investigating process, meaning and context of the (SCPTT) from trainers’

perspectives are significantly required. The trainers in the center were selected through rigorous processes and are aware of the

importance of the specialized center in the governmental level in general, and specifically, on the level of the ministry of education.

The purpose of the study was to further understand and explore trainers’ experiences in technology-based training, to ascertain

what meaning has been manifested as a result, and to understand the evaluation methods have used in the (SCPTT) and how trainers

experienced this approach of assessment. Specifically, the questions of the study were:

[1)] What are the SCPTT trainers’ experiences of delivering the professional training for new teachers through

technology – based training (TBT) approach?

[2)] How do do SCPTT trainers experience the evaluation approach in assessing trainees’ performance during

professional development?

My current academic level in the instructional design and technology program and in the educational research methods has led

me to become mature enough to define the questions of my study. There are interrelationships between the two fields and it permits

me to practice the principles I acquired for my project. For example, by studying the constructivism learning theory alongside the

qualitative educational method, allows me to shape my experiences toward the structure of the study. These courses helped me


These seem well-suited for qualitative research


connect and practice the applications of theory and it’s principles in different educational areas. Therefore, I am studying the topic of

my research from educational research perspectives and instructional designers’ perspectives. I believed that answers will give me

hints about the instructional strategies which have been developed to support teachers’ job in schools and determine weaknesses in

order for improvement.

There are a lot of details in training programs that delivering in the (SCPTT) and I am unaware of those details because I was

responsible for managing e-learning platform. So, by conducting this study I assume that I will explore the details of the professional

training of teachers that are delivering in different approaches, and therefore, it helps me to decide on the topic of my dissertation

study.

In addition, this is the first time that I am designing a qualitative study. Through my reading on the protocol of interviews,

how the researchers ask participants questions, and what kind of questions to ask, I realized the value of conducting qualitative studies

in obtaining detailed descriptions to improve and refine educational challenges, within context, meaning, and process. However, by

reading different literatures which focused on technology-based training, my assumption of the answers of the study’s questions was

the limitation of assessing online learning in terms of how and what are the criteria for evaluation. Also, it might be a concern regard

to the characteristics of the training materials and how it is far from the teachers’ requirements. I also has beliefbelieve that each

society has its own privacy and requirements especially in education sector. The people who are developing the training materials in

the (SCPTT) are from different countries. They came with different culture, belief and experience, I liked to explore how those


Not sure I understand this statement


Good information


differences with Omani society privacy, culture, religion, and attitude, will be reflected in the training materials and to what extent

those materials support teachers in their professions in schools.

Conceptual Framework

Maxwell (2013) introduced a tool and strategies that clarified the constructions of conceptual framework for the study.

Therefore, I used concept mapping, experiential knowledge, and professional experiences. The concept mapping is based on the

assumptions of factors that could influence the trainers’ experiences in TBT and the presumed relationship among them as illustrated

in the following:

A Study of Trainers’ Experiences in Technology- Based Training

Trainers’ experiences in TBT

Engagement

Development/ decision making

Satisfaction

Roles/ practices

Motivation

Passion about the job/ appreciate the huge

investment


Nicely put together---I know thought long and hard about this over the course of the semester. Great product.


This is interesting—what countries are the training materials developers coming from?


The professional experience (Anselm & Corbin, 1990) contributes of an understanding and gaining insights about the

construction of the central topic of the study. I can say here, my previous job consisted of supporting teachers with integrating

technology in teaching and learning by training them, developing interactive content (learning objects, films, presentations, etc.), and

providing extra resources to be used in classrooms. In terms of professional development, I and my teammy team and I were trained

teachers in the essential skills of using technology in classrooms through the “Intel Teach Program”, which is a face-to-face approach.

In addition, I led the E-learning implementation project in the Ministry of Education in collaboration with Intel entitled “Digital

Schools”. So, I have developed a greater understanding of the challenges meeting schools and the education sector and the potential

of technology to support interactive, creative and constructivist learning. Also, I led a study on a joint project between Ministry of

Education and UNESCO on “Harnessing Open Educational Resources to Integrate technology into Teaching and Learning”, and I

worked with my team to determine teachers’ competencies in integrating technology into lesson plans and then we developed a

training program based on those competencies. Finally, my involvement in establishing the “Specialized Center for Professional

Training of Teachers” and studying “Instructional Design and Technology” influence me to focus on the topic of my study.

Consequently, my position encourages me to attempt to understand the nature of training environment and the experiences of trainers

who are building meaning with regard to the approach of delivering training through technology, and the process they are involved in.

The personal experience also contributed in shaping the data that I collected, and the way of analyzing it. Because I was

charged to employ online learning environment in delivering professional training and deal with all difficulties and obstacles that

trainers and trainees in the (SCPTT) encountered. My method of doing my job in the center and fitting everybody within the system


was successful and achievable, and because a lot of practices and responsibilities overlap in my mind, this motivated me to select the

(SCPTT) as a setting for my research study. Furthermore, as I mentioned, the specialized center is the first institution using this new

approach of “technology-based training” in the ministry. All these factors collectively motivated me to decide on selecting the

(SCPTT) to be the setting of my research study.

Method

Research Design

This qualitative study was conducted by using a case study method. It aims to explore trainers’ experiences in technology-

based training that is delivering in the (SCPTT), and to understand the practices and process of professional training including content

development and evaluation strategies.

Setting

This study was conducted in my country, Sultanate of Oman. Specifically, it was conducted in the “Specialized Center for

Professional Training of Teachers” (SCPTT). The (SCPTT) is located in the capital city, Muscat, and it is under the umbrella of

Ministry of Education. It is the overarching professional development organization for the education workforce in Oman, which aims

to improve overall academic standards, the breadth and quality of classroom teaching methodology, the accuracy, consistency and use

of assessment information. Furthermore, to develop a critical mass of motivated and committed teachers to drive educational reform,


Say more about why you are calling this a case study


to secure a consistent level of engagement and participation in reform across all schools, to build active professional learning

communities across all schools and all phases to promote debate and development, and to commission and conduct practical research

about the education system to ensure future developments are matched to the Omani context.

The (SCPTT) accomplishing the above goals by providing an ongoing professional development program for 8000

participants. For each participant, the program will last 2 years with an accredited Higher Education Diploma, except for the new

Omani teachers program which is one year. It has been in operation only since two years. The professional development in the

(SCPTT) is delivering through: (a) face -to face training using a wide range of active learning methods; (b) ongoing online learning

through individual and collaborative work through discussion forums and wiki; (c) workplace learning that enhances practical

opportunities to develop skills and embed practice from other program components; and (d) ongoing evaluation and support from

trainers to teachers. Also, teachers access multimedia content online. The training materials are developed by a third party company,

who are expertise in pedagogy and teaching methodologies. These processes, collectively, are provided through the e-learning

platform.

The (SCPTT) offering the multiple programs, for example, Subject Experts program, Expert Supervisors program, Center Associates

program and New Teachers Program.

Participants and Research Relationship


A purposeful sampling (cite and note what you mean by this) of four full time trainers, who delivering technology- based

training (TBT) at the (SCPTT) center, participated in the study. My rational for the purposeful sampling is to specifically gather

perspectives of trainers participants who (a) have one-two years’ experience on (TBT), (b) are familiar with the varying aspects of the

(SCPTT) framework, (c) are acknowledgeable of the weakness and strength of the approach. The size of the sample is limited as it is

utilized for a qualitative research course.

Trainers of New Teachers Program. The participants of the study are the trainers responsible for training and mentoring

new teachers in schools. The participants’ work experience ranges between 13-22 years. They have different educational

backgrounds and different qualifications. They have earned masters and doctoratel degrees and have been working as teachers,

supervisors, and pedagogy specialists. They are four full-time trainers (Ali, Fatema, Zeynep, and Ahmed).

The New Teacher Program is a one year training which target targets the new graduated teachers (trainees), who recently work

with Ministry of Education and graduated in 2014/2015. In 2014/2015, the (SCPTT) targeted (748) new graduated teachers, and

(940) in 2015/2016 teachers, both females and males. In this program, trainees are receiving 20 days of face-to face training, 100

hours of online learning, and 75 hours of workplace learning.

Relationship. I have a strong relationship with the management of the (SCPTT), and remain in continual communication with

them via email and WhatsApp. They update me about the performance progress in the center. However, the selected participants of

my study knew me from their colleagues because they recently joined the center. The New Teacher Program only recently began


great


operating in the center, and so, the trainers of this program have never met me before. Therefore, I have to establish a relationship

with these participants. As the participants recently moved from their previous job to the (SCPTT), and as I and the participants

recognize the importance of (SCPTT) in the high levels of the government, I communicated with the participants from this perspective

and appreciated their role and responsibilities in the center. I contacted them via email and telephone, and via WhatsApp, trying to

build rapport and trust. They immediately agreed and I easily arranged a time for an interview with two of them, Ali and Fatema, and

they showed willingness and motivation for the interview, and tried to clarify all the points that I needed for the study. The focal point

of communication, to me, was to arrange a time of interview with the other two participants, but they found it difficult, as it is night in

the country. So, lastly, she nominated Zeynep, responsible for training a part of the new teachers’ program and the full center

associates program. I contacted her via WhatsApp and she agreed for an interview in two days.

I started interviewing participants by welcoming and thanking them for their participation in the study. I introduced myself

and explained my role in the study as a doctoral student at the George Mason University conducting a qualitative research study. I

established a respectful relationship by explaining the consent form to each participant before starting the interview. Then, I asked the

participants for any clarification or questions they may have before starting the interview. I also asked for their permission for

continuum communication if I need further clarification, and to keep communicating with them through an email. After interviewing

them, I emailed them the written consent form for their signature, to be scanned and resent to me through email. Finally, I clarified

the procedure of transcribing the interview, coding and aggregating it. I informed the participants that I will share the data analysis


with them to ensure their responses. Then, I moved forward to the interview protocol as indicated in the appendix. I negotiated the

research relationship based on the 4Cs (Maxwell, year):

Connections: I used the social tie that I have with the management of the (SCPTT) center to get a primary approval to conduct

my study in the center. Once I decided on the setting of my research study, I contacted the management office of the (SCPTT) via

email. Fortunately, the manager assigned a focal point to keep in touch with me regarding the study, and this person was my

employee and I recruited her in the center to administer the learning management system (LMS). She is very committed to

communicating with me and provide me with all the information that I need for the study; she also nominated the participants of the

study, who are the trainers of the new teachers’ program.

Communications: After I received the approval from the management of the (SCPTT) center, I emailed them a proposal of the

study, including the purpose of the study, the data collection method, period, and the intended participants. I also explained how this

evaluation is important for the center’s performance to ensure it’s alignment with recent learning theories.

Courtesy: Before interviewing the trainers, I presented my purpose of the interview in the following manner: “I am

interviewing you only for an assignment purpose to explore your experience as a trainer in the (SCPTT), and I am not judging you or

evaluating your performance. Your contribution will support me in my course project”.

Contribution: I explained to the participants the importance of this study to improve the performance of the center, and to

provide advice for the management in order to make their role easier. Also, I indicate that this study is beneficial for the (SCPTT) as


it is a new project which needs for evaluation and modification of some practices to overcome the challenges and to improve the

overall performance.

Data Collection

I collected the data of the research study through online synchronous interview. I used semi-structured interviews. I

developed the initial interview questions, which could be modified or replaced during the interview process. So, I added only one

question to understand the challenges that trainers’ encountering in (SCPTT). I designed the research questions from my assumptions

and belief about the topic, personal experiences, and from the goals of this study in order to understand the trainers’ experience and

the practices of professional development. I interviewed four trainers responsible for the new Omani teachers program. Three

interviews were video recorded, which I conducted an online synchronous interview through Google Hangouts once and then, in case

of further inquiry, I contacted them via email. I received the fourth interview by email. See interview guide in appendence.

The interview questions started with general information, listed below:

1. Tell me a little bit about your qualification and your previous experience.

2. Tell me about your responsibilities as a trainer in the center? And how do you feel about your responsibility as a trainer?

4. What is the training success? What is was that made you feel successful, and a time that they felt unsuccessful or were frustrated.

(Probe as needed)


really nice work bringing in the course material clearly here


5. Describe to me the structure of a training program that you are delivering?

6. Tell me about the learning activities embedded in the training. How are they implemented? How collaboration tools embedded in

learning activities such as wiki, discussion forum implemented, and how they add values to the training outcomes.

7. Tell me does it developed based on problem solving, and authentic tasks, for example.

8. How are you participating in developing the training materials?

9. Tell me about how trainees are evaluated. (In the workplace, during the training, online learning.) How was this evaluation

process developed? Tell me about how you feel about the evaluation process. What the assessment approach is used to assess the

learning outcome?

10. Tell me what are the challenges you are facing regard to your job as a trainer in the (SCPTT)?

I interviewed the participants through different times and dates. The following table shows the interview timeline:

Interview Details, EDRS 812- spring 2016 Date

Conducted Intervieweepseudony

m conversation Time Length

2/18/2016 1 Ali Google Hangouts11:00a

m 50 m2/18/2016 2 Fatema Google Hangouts 9:56 am 46:31 m

2/27/2016 3 Zeynep Google Hangouts9:56

am 45: 15 m3/16/2016 4 Ahmed Email


Data Analysis

After interviewing the study’s participants, I listened to the interviews as I was transcribing them and trying to come up with

codes. The transcribing process took long, because the interviews were conducted in the Arabic language; therefore, I translated the

transcripts into English to make sense of the coding in English. I thought transcribing interviews was the hardest process in analyzing

the data, but when I started reading the transcripts to establish my codes, I find the coding process also hard and overlapping. I started

listening and reading the transcripts several times, I have written notes and memos about my thoughts about the participants’

responses (in appendence, memos of reflection), and have developed tentative coding categories. For this stage, I coded each

transcript independently by embedding the data into a table with two columns; the first column is for the interview data and the second

column has the codes. I have read the data line by line, highlighted the phrases that made sense for some codes, and go back to the

written memos during data collections and transcribing process, then, directly wrote my thoughts of coding as illustrated in the table1

in appendix (axial codes).

At that time, I had not read the Maxwell strategy in analyzing data in terms of identifying the organizational and substantive

codes. Thus, my initial codes were only a meaning and a definition related to the Constructivist Learning Theory, which was the

theoretical framework for my study before excluded the question related to the kind of learning activities. Examples of these initial

codes were “passion about their job, mentoring, active learning strategies, self-assessment, and criteria of evaluation, scaffolding,

collaboration, and reflection.” A glance of a written memo to express my reflection at this stage was, for instance, “In my first data


and helpful to me Thank you!


analysis, I find a lot of information overlapping in my mind, how I can code the data, under what categorizations should I code.

Another point that came up while I was reading the transcripts is a feeling I did not have enough information to make conclusions in

my project, and I asked myself whether I have weak questions, or whether I have not probed the questions enough with the

interviewees. However, after reading the transcripts a third time and the open codes of Maxwell, I revised the coding, and I modified

many of them. It was easy then to categorize the data into organizational and substantive codes”.

Therefore, after I read the chapters of Maxwell, I understood the processes of analyzing the data. I revised each transcript

independently, review memos, and I have guessed the organizational codes and relevant substantives codes, which mean both codes

and sub-codes. For example, Development as an organizational codes including (a) modification of learning activities into training

materials, and (b) developing criteria for evaluation tools. Another initial organizational codes were role of trainers, inquiry, and

satisfaction. Moreover, I recognized the emergent (emic) codes that are related to the research questions, for instance, happy, fun,

pride, appreciate, satisfied, and love the job. Therefore, I have used categorizing strategies in terms of coding and thematic analysis.

In the first stage of analyzing the data, I frequently referred to my research questions and the conceptual framework. That

makes it easier for me to code the data; an example of revised and final codes is in the table2 in appendix (selective codes). Also, I

came up with emergent codes, “emic” related to the research questions, and I have aligned them under categories coding for each

participant. Examples of emergent codes were: passion of job, satisfaction, dissatisfaction, group work, intrinsic motivation,

enjoyment, fun, and happy.


There really aren’t selective codes per say but rather the final stage of analyses in grounded theory is called selective coding


Great use of the course material to describe your coding process


Overall, the data analysis strategies I have used are: first, interviewing participants, reading the interview transcripts several

times, and writing memos during those process. Hence, I came up with notes, categories, and an initial relationship between the data.

Second, “unitizing and segmenting”, which means identifying what is of interest in the text (Maxwell & Miller, 2008). Third, I have

used categorizing strategy based on coding the data, segmenting, labeling, and grouped them by categories. Then, categories have

examined and compared across the cases. This process of comparison is called “axial coding” or “sorting” and “local integration”.

Selective coding is the last strategy to combine categories together in order to build the story —connecting strategies, and inclusive

integration, by building categorical coding matrix by looking across each case and across all cases. Therefore, I go back to each

individual case and do within case coding. To make the copying and pasting categories across cases, I use numerical symbols to

differentiate the excerpts such as (script #1, script #2). See appendix (interview scripts)

An example of axial coding is illustrated in table (1) in the appendix. Examples of the first coding categories were:

Discovery learning (promote autonomy, independence, responsibility);

Constructivist: Team work skills;

Constructivist: Collaboration and social negotiation;

Satisfaction;

Challenges, and

Intrinsic motivation.


Nice overview


Findings

The goals for this project were to explore the trainers’ perspectives on the professional development by using multiple

approaches to examine the processes of evaluation and the approaches that have been used to assess trainees’ performances and to

understand the trainers’ perspectives in the methods of evaluation. Specifically, I discussed the participants’ thoughts about their role

as trainers and tried to understand their experiences in technology- based training (TBT).

At the beginning of the study, I had three research questions to focus on, but I excluded the second question from this project.

Therefore, I will discuss the findings that answered only the two questions of the study. Thus, after working through the categorical

coding matrix several times to combine codes and generate categories of my participants and setting, I focused on the data of

transcripts and tried to be open to others about the possibilities of findings. Therefore, I revised the transcripts, back and forth, several

times across the four cases, and navigated across axial codes and selective codes to ensure the quality of translating the participants’

meaning to the findings of the study. In addition, I switched between selective codes to explore the relationship between the

participants’ meaning and experiences. Finally, I narrowed down the codes to five initial areas: degree of satisfaction, intrinsic

motivation, future development, constructivist learning, and evaluation. After this, I again revised the transcripts for each case, and I

switched between selective codes, compared them, and did some modification across the codes. The modification created challenges

as a categorization code and transferred the dissatisfaction codes under it. That is because the trainers’ dissatisfaction referred to the

challenges they encountered. At the end, the analysis revealed four main themes that outline the findings of the study. They are:


A- Trainers’ experiences in TBT including:

(1) Intrinsic motivation

(2) Defining satisfaction.

B- Experiences of evaluation approaches including:

(1) Evaluation Strategies.

(2) Lack of evaluation criteria.

(C) And challenges. See (table 2)

Trainers’ experiences in TBT

According to the above themes, the data analysis yielded two primary categories to answer the first research question: “what

are the trainers’ experiences of delivering the professional training for new teachers through technology – based training (TBT)

approach?” The themes are: (a), intrinsic motivation, and (b) defining satisfaction.

The data analysis revealed emic and etic codes related to intrinsic motivation. The emic codes represented the internal

emotion and confidence about trainers’ role such as autonomy and accomplishment. The etic codes represented the external factors

that cause trainers’ motivation, such as the motivated environment that promotes collaboration and team work.


What are some examples of these emic codes that are in participants’ words?


Intrinsic motivation. The major finding that answered the trainers’ experiences in TBT was intrinsic motivation. Intrinsic

motivation highlights the participants’ fundamental factors for motivation: autonomy of development, accomplishment of change,

collaboration, passion about job, and motivated environment.

Autonomy of development:. Most participants showed motivation towards their role as trainers, and the data analysis outlined

how motivation gives them an encouraging voice to make a change and develop into several aspects relevant to the context of their

work. For example, they have internal emotions that encourage trainers to refine and develop the training materials and evaluation

approaches. Therefore, participants earned the high degree of motivation from the internal emotions they experienced in the SCPDT.

For instance, Zeynep and Ali shared their autonomy factors, which were derived from their internal motivation and owning the

reasons for changing:

“[For] The two first units, we received developed training materials from the consultant, but for the third unit, we

provided the consultant our recommendations in order to design and develop the materials according to trainees’

requirements. For the fourth unit, we requested to develop the materials by ourselves under the supervision of the

consultant in order to meet trainee’s requirements.,” (Zeynep)Zeynep said.

“We will start training with the fourth material now. The first three materials were received ready which were

developed by the third part that contracted with the center, they are UK institutions. In other majors such as Arabic

and Islamic, trainers are dissatisfied with the content and learning activities embedded in the program which don’t


I am not sure from what you wrote below I understand this section


align with teachers requirements. So, they requested for modification. Thereby, those trainers changed the whole

materials for Arabic and Islamic. So, for the fourth training of new teachers program, the training materials are

developed by us (trainers) with the consultant.” (Ali) Said.

Accomplishment of change in the quality of performance, training materials, and evaluation criteria:. The trainers’ intrinsic

motivation showed an individual’s desire for significant accomplishment to overcome the challenges they encountered. This tendency

of achievement encourages trainers to develop the training materials and align them according to the teachers’ needs in order to help

them master the required skills. Therefore, trainers were proud ofabout their accomplishment in developing the training materials, and

they showed their satisfaction as well. Ali and Fatema described the accomplishment of development by saying:

“Yes they prepared it [training material] by themselves [trainers], and it was excellent, and trainees said that they had

fun and they learned a lot from the materials. The trainees’ impression about the training materials was based on that

materials addressed teacher's requirements and contains the skills and knowledge that they need to know as teachers.

The trainers also applied a survey before they had started in developing the training materials to understand teachers'

requirements and their priorities, and the areas in which they need support on. The trainers did a huge effort. They

developed during one day about three learning activities which are based on the activities of the discussion forum, so,

3 * 5 is 15. So, 15 learning activities during a week and each session was for an hour and a half” Fatima said.


“The 80% of the stuff we offered was new and in different format. They [trainees], said that they really need it, and

they said that it was not a waste of time that [they], came to (SCPTT) and left their students” Ali said.

Passion about for the job: Passion was derived from trainers’ motivation and enthusiasm. They put their feelings of passion,

skills, knowledge and energy into their work. Therefore, the trainers’ responses showed that they love their job and made a lot of

effort to help teachers master the required skills and motivate them to have a passion for teaching as a job. Fatima and Zeynep

described this respectively:

“I just want to motivate them [trainers], I want them to love what they do as teachers. I never tell them that you will be

dropped form the training program” Fatima said.

“They told me that I am requesting and wanting to do everything perfect, but our trainees are satisfied” Zeynep said.

Collaboration: The common type of work among trainers in the SCPDT is group/team work. The trainers are motivated

because of the collaborative environment they are working in, which promotes sharing of ideas and negotiating and discussing the

practices and initiatives among them. Furthermore, their responses showed that the collaborative work and motivated environment

encouraged them to work together to overcome and combat the challenges they are confronting. Thus, trainers’ motivation refers to

the extent to which the organization (SCPDT) provides a motivated environment and encourages the sharing of ideas, teamwork,

cooperation, social negotiation and cultivating collaboration on projects, practices and processes. Most participants asserted that the


I don’t think you need subheaders for each of these short sections---it is somewhat distracting


nature of working environment allows for collaboration and interaction with each other. Fatema explained how the environment and

collaboration motivated them to be successful:

“I'm not talking about the effort of only the trainers, but as a supportive and motivated group. The environment in the

training center is a motivated environment for working. The environment of the (SCPTT) is motivated for learning and

work. Especially for us as trainers, I feel motivated to learn. There is various expertise around me. So I aspire to work

in the heart and soul of the group. I see that my partner's skills complete mine, and what I have. I learn from my

partners. Everyone has experience, and we learn from each other. We don't have someone who is selfish of their talent

or skill.”

Defining Satisfaction. The overall satisfaction of the trainers’ role in delivering professional development is the result of a

combination of factors. Different emergent codes appeared among most trainers regarding this satisfaction. Most of them defined the

influences that cause satisfaction in terms of (a) appreciation and being proud of the huge effort in establishing SCPDT, (b) enjoyable

and happy career, and (e) engagement in developing training materials.

Appreciation and being proud of the huge effort in establishing SCPDT: The trainers presented a justification for their

satisfaction, for instance, Fatema appreciated the huge investment afforded for the project, such as the tools and huge resources that

were made available for the trainers, which facilitated their role in delivering professional development.

“it's success is still under evaluation, and regard to the performance, I will rate it for 4 out of 5 according to high

volume and diversity of tools and resources are available for the implementation of the training programs. I mean


honestly, there are huge efforts done in establishing the project”.

Enjoyable and happy career: Other trainers were happy about their roles and positions in SCPDT as a trainer. They were

happy, because they worked and contributed to the success of the project and saw it as an excellent achievement. Moreover, as the

feeling of satisfaction occurred among the trainers, it made them happy and they enjoyed their job. For instance, Ahmed described

this by saying:

“I do believe the career satisfaction is crucial, therefore, the thing that really make me happy is hearing the trainers’

good things in their career in a comparison with the other jobs. In addition, their enjoyment when they put into

practice the new strategies, I really enjoy it and I think the trainers do too. In fact, I believe that the long experience in

the educational field allow and enhance me to come with real examples whenever I talk”.

Engagement in developing training materials: Engaging trainers in developing training materials led to embedment of the

learning activities that can help teachers (trainees) master the intended skills, knowledge and attitude towards the teaching job. Thus,

trainers reported their satisfaction not only because of their engagement in development of training materials, but also because of the

trainees’ satisfaction with the content. Zeynep summarized that:

“We implemented them last week, and there was a satisfaction from trainees more than previous units. They said it is

aligned to their requirements”.

The emotions of satisfaction among trainers were referred to several factors, including the motivation factors such as


collaborative and team work among trainers in different areas, where they shared their skills and experiences and learned from each

other. This led trainers to appreciate and be proud of the huge effort they invested in establishing and operating the project (SCPDT).

Therefore, the trainee’s feedback and positive experiences showed happiness, fun and enjoyment about their role.

Trainers’ experiences in evaluation methods. The trainers experienced different strategies of evaluation to assess trainees’

performance through different approaches of professional development. The data analysis of the interviews’ transcripts revealed

categorization codes, which address the second question about the methods of evaluation that have been used in SCPDT and trainer’s

perspectives about the approach. There were two preliminary themes: evaluation strategies and lack of evaluation criteria, and sub

codes were revealed under each theme.

Evaluation strategies:. Several evaluation strategies were used in SCPDT to assess the learning performance of trainees during

professional development. They were formative assessment and summative assessment with different assessment tools. They

included pre-assessment and post-assessment, self-assessment, individual reflection on experience, task-based learning, a written

descriptive report (a case study), and peer-evaluation in some situations. The points of evaluations were distributed across the

learning activities. SCPDT engaged trainees to evaluate the training material. As a result, the data analysis realized that SCPDT

judges the training materials through different procedures, such as evaluating the content of training materials by multiple

learners/trainees, which promotes multiple perspectives that help fill the gaps in the materials. Evaluation of the process of professional

development can inform trainers and consultants about how the activities of professional development work and to what extent it is

effective. Most trainers confirmed this strategy; for example, Zeynep reported:


“The consultant conducted a survey to explore their [trainees] feedback in the materials of the unit. They said, the

materials focused on the practical side which is useful for teachers to practice what they learned along with coaching

and mentoring from the trainers” Zeynep said.

Consequently, SCPDT modified alternative strategies of evaluation to improve and refine different practices and processes

from the context of SCPDT, specifically the training materials and performance assessment tools. Ali, who showed dissatisfaction

about the evaluation strategies, explained how SCPDT engaged the practitioners in judging different context of the professional

development:

“In the unit in the online learning environment, teachers [trainees] are required to evaluate the training materials,

trainers and the center’s environment”.

An essential component of professional development incorporates ongoing and systemic procedures of evaluation. Fatema and

Ali clarified some of the methods that they used. For instance, self-assessment was used to help trainees master self-assessment skills,

and peer-review was used in some cases to master the skill of exchanging ideas and success among trainees in order to improve the

overall performance.

“There’s a part of it is a self-assessment, plus we see how to what extent the teachers have the skills of self-

assessment” Fatema said.

“The trainee (teacher) could perform this task during hands-on workshop which is face- to face for 5 days. The second

learning task is required to perform after they return their schools. The task asks teachers to visit their colleagues and


attend their classes from the beginning to the end and take notes. Each teacher should attend 3-4 other teachers’

classes” Ali said.

The points of evaluation were distributed across the learning activities of the training program; Ahmed described it as follows:

“The assessment process includes the workplace (50%), online learning (20%) and their attendance and active

participation in face-to-face training (30%)”.

The other evaluation strategies involved individual reflection on experiences. During the reflection of evaluation strategies,

trainees were asked to write a descriptive report to inform the trainers about the intended result of professional development.

Therefore, trainees reflected on the result of professional development in order to promote trainers to measure the change in behavior,

attitudes and teaching skills. Ali confirmed this point by saying:

“The evaluation in the workplace learning based on missions and tasks, they do self- assessment where they writing a

report describe their performance before and after been trained, what they accomplished and where they see

themselves and are they going to develop their professions in the future”.

Lack of evaluation criteria: The additional major categorization code related to evaluation showed the lack of evaluation

criteria. To assess trainees’ learning performance through the learning activities in different approaches, development of clear

standards and criteria is required, so that the trainers can rely on them to track the change in the trainees’ learning progress. Most

participants agreed that SCPTT lacks a clear criteria of assessment. They indicated that the lack of evaluation tools and methods are

based on the absence of rubrics and checklists to guide the trainers in evaluating trainees effectively. For instance, Ali said:


“Overall the criteria of the assessment in the specialized center is not developed yet in an effective way of evaluation.

There are no standards based evaluation in order teachers or trainers can rely on assessing the participation in

discussion forum and Wiki. So, I do not know when I assess participants with points 1, 2, 3. There is no clear criteria

for evaluation”.

The trainers in SCPDT have considerable experience in the educational field right from teaching to supervision. Thus, they

had experiences in evaluating students according to a certain standard. Likewise, assessing the outcomes of professional development

needs to incorporate a clear criteria in evaluating the result and a change in trainees’ skills and knowledge. Fatema reported:

“I used to be a chemistry teacher and now a trainer, I have been used an evaluating process and I was always careful

to have clear criterion for evaluation. Here in the (SCPTT) center, I am searching for this, I like to have a

measurement like a rubric? And I came up with several questions and I don’t know the answers to my concern. They

provided us a descriptive paper of the evaluation included the importance of each item and the supposed answers.

Telling us when to give a half point or no points at all, but there are details we need to understand. This issue made a

difference between my evaluation and my partner’s evaluation. There is no agreement on the evaluation criterion. The

reason of this is the lack of the provision of a clear description of the evaluation form. We gave the center’s

administration a bunch of comments, and they accepted and modified some of them. I hope to have another meeting to

reach an agreement. I need as trainers to develop a description of evaluation forms based on our requirements for

evaluating teachers (trainees)”.


“Yeah so we assessing the trainee like if he/she did this and (that), he would get a 5 or less. I like to have clear

criterion. When we received the evaluation form, it came ready and translated. We discussed it with the consultant and

she explained some points, but still there are lots of vague points”.

The additional concern along with the lack of evaluation criteria and checklist was the lack of engaging trainers in developing

the assessment tools to address the trainees’ performance in specific areas. Engage trainers in developing the assessment tools will

align them to the intended result from the learning activities of the professional development. Fatema, for instance, reported:

“Regard to the evaluation, we received a developed evaluation tools and we never engaged in building them but, the

tools that we received were based on tasks. For example, the task required teachers to plan their lesson, to implement

them into their classrooms, and evaluate themselves”.

Overall, the participants’ responses confirmed that SCPDT encountered difficulties and constraints in assessing trainee’s

performance, skills and mastery in knowledge. This is because trainers cannot rely on unclear criteria and standards to assess their

trainees.

Challenges. The new projects often meet challenges and constraints in the early stages of establishment. SCPDT is a new

project; it is operating with a new approach without provision of prior experiences in the ministry of education to rely on. The

challenges that the trainers encountered made them feel dissatisfied in some aspects in the process and practice in SCPDT. The major

challenges were (a) misconception and confusion, (b) the alignment of training materials with teachers’ requirements, (c) overload of

work, (d) lack of monitoring and scaffolding in the field and (f) inquiry for maintaining the identity of training material.


Throughout your findings I encourage you to write around the quotes a bit more…your findings are quote heavy and narrative light….


Trainers reported dissatisfaction because of several issues that were ambiguous for them, for which they did not have a clear

explanation. Those issues focused on trainers’ overwhelmed feeling about their roles as trainers, because of misconception of

learning objectives of training materials and evaluation methods they used to assess their trainees’ performance whether face-to-face,

online or through workplace learning. For example, Ali, reported his dissatisfaction by saying:

“On the second day of the training program, nobody aware what they are going to learn and what are the benefits of it

because it is basically interviewing the teachers who been trained in the previous training program. So, it is just a

waste of time. We discussed it [misconception] with the consultant and she explained some points, but still there are

lots of vague points”.

Furthermore, trainers felt about the law quality of training materials, because the content lacked the teachers’ requirements and

skills that they had to master. Further, developing the content required multidiscipline engagement in the development process. Ali

and Zeynep described the challenges as:

“Also, there are other training materials required modification. They are invalid for upcoming training programs”.

Ali said.

“All activities in the (SCPTT) should be based on the teachers' requirement and taking their feedback into account”

Zeynep said.


Another emic code emerged to show other challenges, which were overload of work and being stressed. The feeling of stress

and work overload was based on the lack of time and organizational work. That is because SCPDT is a new project, and several

practices and processes are ambiguous. Low speed of network is an issue in some regions, because of which trainees complained

about completion of their tasks. All these factors were stressful. Zeynep explained that by saying:

“We are confronting some challenges such as the time, slow network. Also, I think because the (SCPTT) is a new

project, it needs time for improving the proficiency. I really have stress and overload work”.

Trainers reported another concern, which was the lack of mentoring and scaffolding in the field. They spent most of time in

training instead of mentoring and scaffolding teachers to apply what they have learned. Zeynep explained that by saying:

“[I like to provide] support [for trainees], but we don't have time to provide them the sufficient support and to visiting

them in their schools to mentor them”.

Some trainers complained about the work overload and recommended to increasing the number of trainers in the center and to

increase the period of providing scaffolding and mentoring rather that spending long period of time in training. Ali explained his

complain as follows:

“Also, the other difficulties the trainers encountering is that they train for a long period for 5 days training, and

advising, which is hard for one person to do the training for 5 continuous days. I prefer if the center assigned two

person for each group. However, we overcome this challenge as we use the active learning strategies in training where


You don’t have to always use a quote---only choose quotes that are very illustrative---other things can be summarized in your narrative


learning is learner-centered and our role as trainers are mentoring and advising”.

Finally, as the analysis of data showed that dissatisfaction appeared among participants according to several challenges and

difficulties, the data analysis also revealed that some codes related to future development emerged that were proposed and

recommended by most of the participants of the study. The major categories that emphasized participants’ inquiry for improving the

practices and processes in SCPDT were multidiscipline engagement and identity preservation and increase in supportive strategies.

As the participants indicated that training materials were needed for improvement, a number of participants advocated for

multidiscipline engagement in developing the training materials and preserving the identity of the materials. Ali requested for this by

saying:

“Another point is that the training materials are developed by foreign experts, so it needs for review by the ministry

curriculum experts, and experts from the Sultan Qaboos University, schools principles should participate and other

different sectors. No only reviewing the materials from the trainers in the center. This is will not work effectively”.

The participants’ inquiry was referred to the importance of engaging members from different disciplines as well as trainers and

trainees in order to align the content to teachers’ requirements and maintain the identity and privacy of the country’s culture.


At the end, the challenges that the trainers faced in several respects by delivering professional development made them

dissatisfied. SCPDT took the trainers’ complaints seriously and worked together to combat them in order to improve the practices and

process of professional development in SCPDT.

Limitation and Validity

The study was conducted with a small number of participants. It is limited to only one-fourth of the participants, the trainers of new

teachers training program. Thus, to extend the study, I will increase the sample size to 15-20 participants. The other limitation of the study is

that the study investigated the professional development experiences only from the trainers’ perspectives. It is supposed to study the trainees’

perspectives on the professional development as well and understanding their experiences. Therefore, the future research study will focus on

trainees’ experiences and the meaning making have been manifested from the professional development in SCPTT. These limitations

occurred because the study was conducted as a part of the course project. Therefore, in order to show the level of confidence in the findings

of the qualitative research, I used several strategies to accurate the participants’ realities. First, the author used “peer examination” and asked

some colleagues to look at the data and findings. Second, I used member checking in which I asked the participants of the study to validate

their responses by reading out portions of findings to them, because it is in English language to determine if it is accurate. Finally, I used

reflexivity to avoid the researcher biases; I am a member of the management of SCPDT, and I knew about the challenges and processes at the

center. Thus, I focused on the participants’ transcripts and was open for other possibilities. I coded the data and revised the participants’

transcripts several times in order to understand the meaning from the words of the participants of the study.


Say more about each of these strategies in terms of specifically how they helped and supported the quality of your data


As SCPDT is a new project, conducting this study to understand the trainers’ experiences and the processes operated in SCPDT can

help illuminate the challenges and weaknesses the center encounters and provides the management of SCPDT an outline to treat and improve

the obstacles in order to improve the overall performance of professional development.

As mentioned earlier about the limitation of the study in that it focused only on the trainers’ experiences, further investigation is

required to explore the trainees’ experiences in professional development from their perspectives as well. In addition, further exploration

about the kinds of learning activities embedded in instructions will add value to the study.

Reflection

I learned from performing a qualitative research study how researchers can reveal the meaning, process, and context of

people lives and settings as well as understand the inner world of people’s behavior, emotions, and personal characteristics.

Furthermore, I learned how rich descriptions can be obtained from limited numbers of participants by closely studying human life,

experience, and culture. For me, the data analysis portion of qualitative research is the most important because it provides an

understanding of others’ experiences by examining participants’ responses in order to explore their beliefs, behaviors, emotions,

and the relationships between them. In addition, I learned how qualitative research methods are effective in studying intangible and

sensitive issues of humanity such as gender roles, ethnicity, religion, and socioeconomic status.

Conducting a qualitative research study on trainers’ experiences in SCPTT produced findings I had not anticipated.

I expected that trainers struggled with technology and that it prevented them from performing their job functions, such as


following up on and mentoring other trainers. The findings of the study did not support this. I found that there are indeed

technical issues and challenges trainers face, such as the quality of training materials and the lack of assessment criteria.

However, because trainers are highly motivated, they try to do their best. Also, their high levels of motivation engendered

emotions of satisfaction, so they were happy and enjoyed their work. SCPTT was a motivational environment for them for

several reasons, the most important of which was their engagement in the development of the training materials and

assessment tools as well as their collaborative work. They enjoyed working in groups in which they could exchange ideas

and negotiate in order to make a decision. Hence, doing a qualitative study revealed the emotional satisfaction, the

motivational factors, and the relationships between them that encouraged trainers to work hard in order to succeed.


Maimoona- You should be extremely proud of this piece of scholarship you produced. Your paper is excellent—well written, thoughtful, and informed by the course material. The largest area of improvement I can suggest is how you organized your findings…it seems choppy with all the headings, and I think you can write more narrative and use fewer quotes to help with the flow. All in all, really wonderful work! A on the paper and A in the course.

Running head: QUALITATIVE RESEARCH PROJECT

References

Maxwell, J. A. (2013). Qualitative Research Design. Los Angeles: SAGE publication, Inc.

Maxwell, J. A., & Miller, B. A. (2008). Categorizing and connecting strategies in qualitative data analysis. In P. Leavy, &

Hesse-Biber (Eds), Handbook of emergent methods. New York: Guilford Press.

Mullis, I. V. S., & Martin, M. O. (Eds.). (2013). TIMMS 2015 assessment framework. Retrieved from http://timssandpirls.bc.edu/

Miller, J.W., & Tucker, J. S. (2015). Addressing and assessing critical thinking in intercultural contexts: Investigating the distance

learning outcomes of military leaders. International Journal for Intercultural Relations, 48, 120-136.

doi:10.116/j.ijintrel.2015.07.002

Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. Computer and Education,

57(1), 1098–1108. doi:10.1016/j.compedu.2010.12.009

World Bank. 2013. Main report. Washington DC: World Bank.

http://documents.worldbank.org/curated/en/2013/01/17406411/education-oman-drive-quality-vol-2-2-overview

http://documents.worldbank.org/curated/en/2013/01/17406411/education-oman-drive-quality-vol-2-2-overview

http://dx.doi.org.mutex.gmu.edu/10.1016/j.compedu.2010.12.009

http://dx.doi.org.mutex.gmu.edu/10.1016/j.ijintrel.2015.07.002

http://timssandpirls.bc.edu/


Appendices

Form 1

Experiences of Trainers in Technology-Based Training

INFORMED CONSENT FORM

RESEARCH PROCEDURESYou are being invited to participate in a research study about technology- based training (TBT) experienced by different subject experts. This study is being conducted by Maimoona Humeid Al Abri, from the College of Education and Human Development at George Mason University. This study will be conducted for EDRS812: Qualitative Research, which is a doctoral class at George Mason University. I will interview the participants up to 60 minutes, and it will tape-record the interview based on the participants’ permission.

RISKSThere are no foreseeable risks to participating in this study.

BENEFITSThere are no benefits to you as a participant other than to further research in experiencing the framework of professional development of teachers.

CONFIDENTIALITYYou were selected as a participant in this study because you have sufficient experience in professional training through the Specialized Center for Professional Training of Teachers (SCPTT). The research will be conducted through an online synchronous interview via Google Hangout. The interviewer will ask questions regarding your background and experiences related to technology-based training. The interview will be up to 60 minutes. Any information that is shared during the interview process will be kept strictly confidential. All names and other identifying information will not be revealed. All audio files and transcripts will be kept on a password protected computer.


PARTICIPATIONAs a volunteer of this study, you can choose to withdraw and stop participating at any time. Volunteers may choose not to answer a question at any time during the interview and/or to stop the interview at any time.

CONTACTIf you have any questions about the study, please contact Maimoona Al Abri, [email protected]. If you have further questions, you may reach the researcher at (571-645-1714). You may contact the George Mason University Office of Research Integrity & Assurance at 703-993-4121 if you have questions or comments regarding your rights as a participant in the research.

This research has been reviewed according to George Mason University procedures governing your participation in this research.

Agreement to Participate in Research

I agree to have my interview audio-recorded. ____ Yes ____No

I have read the above study and agree to participate in the study as described.

_______________________________________ ________________

Participant’s Signature Date

IRBNet NUMBER: 878785-1

tel:571-645-1714

mailto:[email protected]


Interview Protocol

First of all, I will contact the management office at the “Specialized Center of Professional Training of Teachers” (SCPTT),

and provide the office a proposal of the research study including the study purpose, intended participants, data collecting method, and

the period of the study. Then, after the management nominating the participants of the study, I will contact them via email and a

telephone to build a rapport with them and to determine the time to start the interview. I will start interviewing participants by

following:

“Welcome and thank you for your participation today. My name is Maimoona Al Abri, and I am a doctor student at George

Mason University conducting a qualitative research study. Thank you for accepting to participate in the study. The follow-up

interview will take about 30-60 minutes and will include 9 questions regarding your experiences in delivering a professional training

for teachers through the “Specialized Center for Professional Training of Teachers” (SCPTT). I would like your permission to tape

record this interview. The purpose of recording the interview is only for myself to review your response. Your responses will remain

confidential and will be used to develop a better understanding about the training framework of the (SCPTT), nobody will review your

interview exception my advisor of the study and classmates in the classroom. The focus of the present study is to understand the

technology- based training (TBT) experienced by different subject experts (trainers) at the “Specialized Center for Professional

Training of Teachers (SCPTT)”, and to explore to what extent it connects to the constructivism learning theory. After interviewing

you, I will email you a written consent form that asserts your participating in this study, this is your copy of the consent. Also, I need


your consent for continuum communication if I need further clarification, and I will keep in touch with you through the email. Your

participation in this interview is completely voluntary. If at any time you need to stop, take a break, or return a page, please let me

know. You may also withdraw your participation at any time without consequence. Do you have any questions or concerns before we

begin? Then with your permission we will begin the interview”.

I will explain my role in the study and the purpose of it, and describe my previous experiences in the project plus the benefits

of this study. I will clarify the aim of the consent form and its context including that I the interview will be audio-recorded, and

nobody will listen to it exception the advisor of this study and the classmates in the classroom. I will email them their copies.

I will ask the participants for any clarification or questions do they have before starting the interview.

The interview questions will started with general information, listed below:

1. Tell me a little bit about your qualification and your previous experience.

2. Tell me about your responsibilities as a trainer in the center? And how do you feel about your responsibility as atrainer?

4. What is the training success? What is was that made you feel successful, and a time that they felt unsuccessful or were frustrated.

(Probe as needed)

5. Describe me the structure of a training program that you are delivering?


6. Tell me about the learning activities embedded in the training. How are implemented? How collaboration tools embedded in

learning activities such as wiki, discussion forum implemented, and how they add values to the training outcomes.

7. Tell me does it developed based on problem solving, and authentic tasks, for example.


9. Tell me about how trainees are evaluated. (In the workplace, during the training, online learning.) How was this evaluation

process developed? Tell me about how you feel about the evaluation process. What the assessment approach is used to assess the

learning outcome?

10. Tell me what are the challenges you are facing regard to your job as a trainer in the (SCPTT)?

After interviewing the participants, I will email them the written consent form for their signature, scan it and resend it to me.

Also, I will ask them for continuum communication if I need further clarification, and I will keep communicating them through an

email.


Interview Scripts

Interview #__1_____________

Date__2_____/__18___/____2016

Time___11:00 am_____________________

Long___50:00m_____________________

Script# 1

Interview script #1 Comments1. I: Hello, Al Salam Alikum. Sorry for

the interruption, I know that I am annoying you

2. R: No problem! Sorry that I was late. I was praying at the mosque.

3. I: Yes, exactly. It is the praying time. God Bless You.

4. R: Thank you.

5. I: God bless you too. I don't think that you know me but anyways, My name is Maimoona Al Abri, I am a student at George Mason University in the United States of America, and now I am doing a qualitative research study on your experience as a trainer in the specialized center for professional development of teachers. The follow-up interview will take about 30-60 minutes and will include 9 questions.


The interview will be recorded and I myself will go back to the recorded interview for writing the transcript. Although, after I finished the study, I will delete it. As the university protocol, I will send you an e-mail of the consent form for your signature and your accepting of your participation in the study. The consent form indicates the purpose of the study to inform you that there is no risk from interviewing, the interview will be tape recorded, and the information will confidential. You can withdraw from the interview at any time and on any reason.

6. I: Any questions before we start?

7. R: No...No any questions.

8. I: Ok... We will start with general questions. I like to know about your educational qualification. Of course, you are a Doctor, but in which major?

9. R: So they say that

10. I: Hahaha...

11. R: My name is Mubarak Alhadrami, and my qualification is a doctorate of

Educational background


curriculum and pedagogy in science.

12. I: Yeah.

13. R: I got it from the Arab Institution of Research and Studies in 2010.

14. I: Before you transmitting to the specialized center, you were a teacher, how long you been teaching?

15. R: No, before I was a supervisor of biology subject, and I was also the head department of Science in Muscat. And also, I was a science teacher gradually moved between elementary, Middle and high Schools. Then, In 1997, I moved to the Ministry of Education.

He used to be a teachers, a supervisor, a head department, and then a trainer.

16. I: Wow... So how long are your experiences in teaching and supervising?

17. R: I started teaching in 1987-1988. Before, I had the Diploma of Education.

Passion to learning.

18. I: Ahaa...

19. R: After that, I started studying Bachelor for four years. So, first I started teaching elementary schools,


then middle schools, and finally high schools. Then, I went to the University to study the pedagogy of teaching Science. Finally, I studied Ph.D. in Cairo, but the teacher died so I came back to Oman.

20. I: God bless

21. R: Enough information?

22. I: Yeah. I want to know about your training specifically as a trainer in the specialized center (SCPCT), what are exactly your responsibility and role as a trainer.

23. R: I started my training in August.

24. R: My responsibility in the center is training the new teachers, who graduated in 9/1/ 2015. Now, I am training them for a whole semester. There are a lot of training programs in the center and I am responsible for new teachers program. There is a number of trainers in the center distributed among different training programs.

Professional development (training)

25. I: Yeah.

26. R: Also, I am engaging with my Discovery learning (promote engagement)


colleague, which it is just started, in developing online learning materials. It is only about a unit which will be delivered through an online discussion. The unit introduces trainees to the professional development program, what they anticipate to achieve on their professions in the future, and what they believe about their job as teachers in the future. Also, we mentoring teachers in schools and we give them some advices to make their professions perfect. In addition, we are presenting in schools about the pedagogy in teaching science. Overall, the main thing in the center is training.

Engagement (content development)

Accomplishment (Development)

Dialogic strategy (Collaboration and social negotiation (Group work)

Discovery learning (promote motivation & Active engagement)

Supportive strategies (scaffolding, monitoring)

27. I: How many teachers do you train?

28. R: Now I have three groups, and in each group, there are 20 teachers in two groups and 16 teachers in the third group. All are females.

29. I: Do you train females only?

30. R: yes, I am training only females because the number of males is low,


so they are divided.

31. I: Oh... all are females. They are all about 56.

56 trainees

32. R: Yeah.

33. I: You told me that you are participating in building the training materials, So, tell me about it.

34. R: It is focused on an active learning. As we all know that there are many different techniques of active learning used in teaching. There are different ways and strategies of teaching. More than 110 strategies are applied in the center’s training programs. They could add some more in the future.

Active learning strategies

35. I: If we focused on the training of new teachers, what is it’s trajectory, how many units it consists?

36. R: There are three things that we are focused on. First, face to face. Second, an online learning. Finally, the learning in workplace. It is spread for 20 days or 4 weeks in face- to face training, there is 10 days per-semester (5 days a week, and between those off days, there is no less than 2 months to give them space for implementing


what they learned in sessions.

37. I: Yeah.

38. R: But in every 5 days, there is a homework which is a learning task. Total 20 learning tasks for learning in workplace. Teachers are requested to write a report describe and elaborate the learning tasks and how they achieved them. Each report with no less than 2500 words. The report just recently coined. There was no report required. Also, there are forms for each learning task.

Learning activities ( tasks based learning/ write a descriptive report)

Application in workplace/ transfer skills and knowledge into real-world situation (school)

Standards and Criterion (no less than 2500)

Evaluation: Individual reflection on the experience

39. I: What are the forms, do you mean an evaluation form?

40. R: No, but it is a descriptive form, where teachers describe their teaching practices before joined the training program, do they anticipate their practices will be transferred and changed after they learned the new skills of teaching during the face- to face sessions for 5 days, and what are their thoughts, do they believe that they will employ those skills and knowledge in schools. Those are the main things

Evaluation (pre-assessment and post-assessment, reflection)

Evaluation (assess change/ accomplishment)

Evaluation form (descriptive form).

Active learning strategy (individual reflection on experience)


teachers supposed to describe as a homework.

41. I: Is it like a reflection of their personal experience?

42. R: Exactly, and it is the first learning task in this approach. The trainee (teacher) could perform this task during hands-on workshop which is face- to face for 5 days. The second learning task is required to perform after they return their schools. The task asks teachers to visit their colleagues and attend their classes from the beginning to the end and take notes. Each teacher should attend 3-4 other teachers’ classes.

Active learning strategies ( minute paper)/

Evaluation (reflection)

Peer-evaluation.

Peer-review/ feedback.

43. I: Ahaa... So do you mean a peer evaluation?

44. R: They have checklists in the form to evaluate each other.

Evaluation (checklist)

45. R: Also, in the unit in the online learning environment, teachers required to evaluate the training materials, trainers and the center’s environment. They have two days for completing this task. They are also asked to study the adjunct materials related to this unit like PowerPoint

Discovery learning (promote Engagement).

evaluating online learning materials by (multiple learners/ participants) (multiple perspectives)

Role of learners ( active learners, active


and to answer the questions weather in the discussion form or Wiki. Teachers have to access the e-learning platform to complete this tasks. For example, in Wiki, there are four tasks. Teachers should participate no less than two times per task. Teachers totally should participate about 10 times.

engagement)

online learning evaluation (checklist)

active learning strategy (hands- on technology)

evaluation on online learning ( criteria)

Collaborative learning46. I: Ahaa... What are the kinds of

questions?

47. R: All of them are educational issues. There are also tasks related to opened and closed questions and their features. It's all about teaching skills and how to design the specific questions for their students. Also, teachers collaborate with other teachers within the discussion. They exchange information and skills. There are a public Wiki for all groups in the system to share ideas and knowledge, and a private Wiki for each discipline such as I have private Wikis for ANT91, ANT92, and ANT93 so, all members in each group interact with each other whithin their group. I am as a trainer, I monitor the discussion and elaborate some issues with them. The participation of

Constructivist: Opened questions/ ill-defined cases.

Contructivist:Closed questions/ well -defined cases

Learning occurrence (Mastering learning/ skills)

Dialogic strategies (Collaboration and social negotiation, group work, interaction,

argumentation).

Active learning strategies (large group discussion & small- group discussion)

Role of learners: active participant

Supportive strategy (monitoring &


teachers in the discussion should be active, not only a word like a chat. Their participation should active and focused in the educational topics.

elaboration)

48. I: Ahaa... Is this criteria clear for teachers, I mean the “rubric”?

49. R: Actually, we explained the criteria verbally for teachers during the session of face- to face. However, overall the criteria of the assessment in the specialized center is not developed yet in an effective way of evaluation. There are no standards based evaluation in order teachers or trainers can rely on assessing the participation in discussion forum and Wiki. So, I do not know when I assess participants with points 1, 2, 3. There is no clear criteria for evaluation. However, the specialized center is working in developing the evaluation tools with collaboration with the experts from other countries, who are specialist in educational assessment.

Role of instructor (explaining).

Lack of criteria of assessment.

Emergent: dissatisfaction

50. I: Well... So how do you evaluate the teachers?

51. R: We only evaluate the teachers (trainees) based on their

Evaluation (performance assessment &


participating in the discussion forum and through Wiki. Each post value’s is for one point so, 10 points are for 10 times of participating in the discussion by answering the questions and commenting to their peer discussion. Some of them failed because they did not participate effectively, they just open the discussion or they just said “hello”, “I agree”, “nice conversation”. They have to participate with no less than two sentences. For this reason, a number of teachers failed in this area, and this happens with all groups in other subjects. There are a number of teachers get grade of zero in assessing online learning environment. This issue not only exists on an online learning, but also, in face-to face learning where there is no criteria to evaluate trainees’ performance, for instance, when I grade a teacher with 10, 9, or 8 points.

individual reflection on the experience)

Evaluation (lack of criterion of assessment)

Learner ( active participants)

Dialogic strategy ( collaborative learning and argumentation) through online learning

Evaluation (Peer-evaluation)/ peer- review/ feedback).

Failuer (because of the lack of evaluation criterion)

52. I: Ahaa... Do you have a self-assessment method where teachers (trainees) can evaluate and assess themselves in the online learning environment?

53. R: NO, not yet. There is no a self- assessment method. Trainers

Misconception and confusion


evaluate teachers.

54. I: What about the evaluation method in the workplace learning?

55. R: The evaluation in the workplace learning based on missions and tasks, they do self- assessment where they writing a report describe their performance before and after been trained, what they accomplished and where they see themselves and are they going to develop their professions in the future.

Learning activities (Tasks-based learning).

evaluation (Self-assessment ) & individual reflection on the experience (a descriptive

report)

Evaluation (pre-assessment & port- assessment

Evaluation (accomplishment/ lifelong learning skills)

Learning occurrence (mastery learning and skills)

56. I: well... You told me that you participated in developing training materials, what about the previous materials, are you receiving the the materials ready for you to train on, or you are participating in developing it to ensure the quality of the content and the nature of learning activities?

57. R: We will start training with the fourth material now. The first three materials were received ready which were developed by the third part that contracted with the center,


Accomplishment (Development/ change/ modification)


they are UK institutions. In other majors such as Arabic and Islamic, trainers are dissatisfied with the content and learning activities embedded in the program which don’t align with teachers requirements. So, they requested for modification. Thereby, those trainers changed the whole materials for Arabic and Islamic. So, for the fourth training of new teachers program, the training materials are developed by us (trainers) with the consultant.

Dissatisfaction (quality of training materials & doesn’t align with teachers’ requirements)

Emergent: Autonomy of change and development

Active Engagement in developing training materials, promote motivation, a tailored

learning experience

Accomplishment (content development)

Supportive learning ( trainers are received scaffolding and monitoring from consultant)

58. I: so, it is still under implementation?

59. R: Not yet. Now they are doing a research study in The University of London, so they are just started the research by visiting schools in regions and interview school’s principals and teachers. Initially, they evaluate only the professional training for masters teachers.

Evaluation (A research study to evaluate the training program of masters teachers(.

60. I: Good.. Good luck! I would like to ask you, if you rate your satisfaction on the effective of professional training that provided in the center and the overall performance, how much you will evaluate your satisfaction from 1 to 5, and for the new teacher


training program.

61. R: From 1 to 5?

62. I: Yeah

63. R: Ummm... I'll give it 3. Dissatisfaction/ 3

64. I: 3?

65. R: Yeah

66. I: Why did you rate it for 3? Is it because of the earlier reasons?

67. R: I rated for 3 because on the second day of the training program, nobody aware what they are going to learn and what are the benefits of it because it is basically interviewing the teachers who been trained in the previous training program. So, it is just a waste of time. Also, there are programs that should be changed. Also, there are other training materials required modification. They are invalid for training for upcoming programs. Similarly, trainers are lacking for evaluation criteria. Also, there are trainers in the center with experience for 3-4 years. So, they do not have enough experience to train teachers. In my opinion, the trainers in the center

Dissatisfaction.

Misconception/ confusion

Challenges (Vague learning goals

Challenges (A lack of evaluation criterion).

Challenges (Less work experiences of some trainers).

Inquiry (High qualification educational background).

Inquiry (Maintain the identity of Omani culture into training materials).

Inquiry (The need for engaging the


should earn master degrees, enough work experiences in teaching, no only 3-5 years teaching experience and then became trainers. Another point is that the training materials are developed by foreign experts, so it needs for review by the ministry curriculum experts, and experts from the Sultan Qaboos University, schools principles should participate and other different sectors. No only reviewing the materials from the trainers in the center. This is will not work effectively.

curriculum people in content development).

Inquiry (engage university experts in content development).

Inquiry (Incorporate multidiscipline in content development).

Passion about the job

68. I: Right! So, the curriculum experts didn’t participate in development of the training materials at all?

69. R: They engaged other people from supervision department, and curriculum members haven’t chance to participate, and we are as trainers, we couldn’t change anything in the materials unless the consultant agreed on that after long process of discussion.

Inquiry (multidiscipline incorporation)

70. I: Yeah, as the specialized center is a new project, there are some difficulties that you are facing as a trainer. Totally, what are the difficulties?


71. R: Recently, the big challenge we are facing is the lack of participants in training programs. This emerges after the ministry has cancelled the accommodation for teachers, especially females, and also the males. Sometimes women get a situation that prevent them to participate. Also, most of the schools’ principals disagree to permit teachers to leave schools for 5-10 days, so we personally call them to let them participate. The other issue that we all suffer is sometimes all meeting rooms are full because of the high number of participants, which in some cases the number of participants in the center reach 800 trainees. Therefore, sometimes we delay the training program for a week. Also, the other difficulties the trainers encountering is that they train for a long period for 5 days training, and advising, which is hard for one person to do the training for 5 continuous days. I prefer if the center assigned two person for each group. However, we overcome this challenge as we use the active learning strategies in training where learning is learner-centered and our role as trainers are mentoring and advising.

Challenges (Resistance from teachers to join the training).

Challnges: Difficulties (Pressure work/ Overload work, need for more organization)

Role of instructor (Mentoring/ Scaffolding).

Learning (Learner-centered learning).

Challenges: (long period of training instead of monitoring)

Emergent: inquiry for supporting

Emergent: use the affordances of active learning strategies


72. I: Ok, what is about the technology, does it facilitate your job?

73. R: The technology facilitates our job. There are lots of facilities available in the center, and there is an immediate technology support available when we face any issue.

74. I: Ahaa... and what is about the e-learning system?

75. R: Yeah, almost we perform the work through eLearning platform.

76. I: Well. We finished. God bless you Thank you so much.

77. R: Thank you, wish you Ph.D.!

78. I: We have a long trip to go.

Interview #__2________


Date__2__/__18_/_2016

Time _____9:56 AM___

Long__46:31 minutes__

Script #2

Interview script’s 2 Comments1. I: Hello, Al Salam Alikum. I'm sorry if

I disturbed you.2. R: No no, don't worry about it. I just

mad my child go to sleep so that I can feel relaxed while talking to you.

3. I: Did he go to sleep?4. R: Thanks to God. Yes, he did.5. I: hope he sleeps well and have sweet

dreams. 6. R: Thank you, dear.7. I: I'm not sure if you know me or not. 8. R: Your face is familiar to me, though,

I don't think I know you. I might have seen you in educational forums or meetings.

9. I: I used to be with you in the Centre, but not constantly. I was just there for a semester.

10. I: Well anyways, with you is


Maimoona Al-Abri. I am a student studying Ph.D. in Education in the United States of America at George Mason University. I am doing a qualitative research study on your experience as a trainer in the specialized center for professional development of teachers. The follow-up interview will take about 30-60 minutes and will include 9 questions. The interview will be recorded and myself will go back to the recorded interview for writing the transcript. Although, after I finished the study, I will delete it. As the university protocol, I will send you an e-mail of the consent form for your signature for accepting to participate in the study. The consent form indicates the purpose of the study to inform you that there is no risk from interviewing, the interview will be tape-recorded, and the information will confidential. You can withdraw from the interview at any time and on any reason.

11. R: mm..okay, yeah12. I: This interview will be recorded just

for me ONLY, as a resource for me to write my script. All the information will be confidential as a doctoral project. No names will be mentioned, if so we'll be using pseudonym names. ..uhh, and this is how I will be


interviewing you and doing my research.

13. R: ahaa. Yeah, that’s good. I was just saying if it was recorded I will have to wear something nice haha.

14. I: ooh hahaha. No, it’s just for me. So I wanted to ask you, what is your academic qualification?

15. R: I earned Master in Education, Pedagogy in Science.

16. I: Ahaa okay. Had you been a teacher before?

All trainers have educational background.

17. R: Yes I was a chemistry teacher. All trainers used to be a teacher.18. I: In which zone?19. R: In Muscat.20. I: In Muscat... how many years did you

teach?21. R: 13 years and then I moved to the

Specialized Centre. 16 years’ work experience.

22. I: Ahaa good. How long have you been in the specialized Centre? A year or 2 years?

23. R: I will complete a year in the center in early march.

One year.

24. I: Ahaa. How many trainees under your supervisory?

25. R: Currently. ummm. Honestly, I didn’t count them because they're two groups of trainees. However, hang on, let me count them. 42 and......uh..

26. I: Let me help you, 42 and 46?27. R: Yeah. They're about 88 trainees.28. I: 88 trainees? Do you trained them 88 trainees


constantly during the year?29. R: no I joined all the trainees. 42

trainees were with me of a whole year, as for the rest which is 46, we just started with them and hopefully, they'll complete with us a whole year next semester.

30. I: ooh, so the training program that you are delivering takes a year?

31. R: yes, I am responsible for the new teachers program. That is a year long.

32. I: Ahh okay. Tell me now, what are your responsibilities in the Specialized Centre as a trainer?

33. R: My responsibilities in the center primarily are the training and subsequent preparation of the halls for training, assessing the trainees ،Receiving inquiries and supporting them ، and there are sometimes field visits. aa..Actually, we're having ready training material which is translated. We received the training on it and then introduced it to the trainees, but..aa.. This program is for a year, when we came to apply it for the second time, we were required to fix several areas in the learning activities according to the evaluation we received from trainees. So we required to modify the previous training materials and to build a new one. So it helped us a lot in training the

Professional development (Training, preparing halls, and reviewing and

developing materials.Assessing)

Development Supportive strategy (Mentoring/ scaffolding)

Active learning strategy (experiential learning/ workplace/ site visit)

Learners form their own understanding from the instruction and training (guided –inquiry

instruction)

Engagement( learners involves in evaluating the training materials) & ( contribution of

multiple perspectives)

Accomplishment (content development & quality of training materials)


fourth unit for the first group..umm..we are engaged in building the training materials, so each person has worked on a learning task, then we complied the whole training materials. The learning objectives of those learning activities are already developed, however, we are developing the learning activities under the supervision of the consultant.

Engagement (building training materials/ content development).

Discovery learning (a tailored learning experiences)

Supportive strategy ( trainers are received mentoring/ scaffolding from consultants)Development (participating in developing

digital content)

Intrinsic motivation34. I: Regard the training materials, do you

engage in building it from the beginning. I mean before it's even ready.

35. R: No. before no. we umm.. So that it's clear the program is for a year long and contains 12 units. So it is distributed as packages. okay..?are you with me?

The new teacher program contains of 12 units

36. I: Ok, continue.37. R: so each package contains 3 types of

deliverable methods. 38. I: that’s okay.39. R: so the first is the synchronous

learning which is face to face, the second is the e-learning (online learning).

40. I: so the e-learning is via wiki and the discussion forum?

41. R: yeah via wiki and forum.42. I: okay, and what is the third one?43. R: it is the workplace learning. Bloom taxonomies (Application/

demonstration)


Active learning strategy ( experiential learning)

44. I: okay. Do you mean it is the application in schools?

45. R: yes exactly. 46. I: how do you evaluate teachers

through workplace learning?47. R: In the workplace, the evaluation

based on the tasks which submitted from trainees plus the field visits in schools, which it is more about scaffolding rather than evaluating.

evaluation(task-based learning)Active learning (experiential learning/ field

visit)Supportive strategy (scaffolding/ mentoring)

Evaluation ( individual reflection on the experience/ self- assessment)

48. I: ahaa....49. R: Yes and that's why ..umm.. as I told

you there are 3 packages. So the first 2 packages were ready. However, the third packages depends on the subjects. For example, science, math, and English have received the final production of the materials. However, subjects like Arabic and Islamic, which are unacceptable to be developed by foreign people, the trainers developed them from A-Z.

Identity (Maintain the identity and the privacy of the country culture)

Compatibility with trainees requirement


50. I:ahaa..and who translates the training material to Arabic?

51. R: A third party organization translates it. We don't translate it.

Supportive strategy ( scaffolding from consultants)

52. I:ahaa..So the organization.53. R: And if we had any comments on

terminologies that did not align with the ministry's standard, we change

Discovery learning (Promote active Engagement) in development (developing

training materials).


them. so unit 10, which is face to- face, we engaged in developing it.

Autonomy of changeAccomplishment (content development)

54. I:ahha..So with the organization 55. R: yes yes, with the organization, I

mean the people who wanted to help, or had desire to help, they work with the consultant. She advised that to work together under her supervision.

Intrinsic motivationAutonomy / dependency

Supportive strategy (scaffolding from consultants)

56. I: Okay... and how was your experience when you engaged in developing the training materials together. Were the outcome and the quality of the content of the training better than when it received ready-made?

57. R: umm.. We still did not implement it, we're still studying it. We will apply it in the 6th of March. The first week of training will be march 6, but next week we have a training and internal discussion relevant to the training materials, for umm.. How would it appear as a final production based on the agreement of the whole group.

Team work skills ( agreement)



58. I: So for the trainers of Arabic and Islamic, do they prepare the training materials by themselves?

59. R: yes they prepared it by themselves, and it was excellent, and trainees said that they had fun and they learned a lot from the materials. The trainees’ impression about the

Accomplishment (Development )Satisfaction/ fun

Discovery learning ( encourage active engagement/ promote motivation)


training materials was based on that the materials addressed teacher's requirements and contains the skills and knowledge that they need to know as teachers. The trainers also applied a survey before they had started in developing the training materials to understand teachers' requirements and their priorities, and the areas in which they need support on. The trainers did a huge effort. They developed during one day about three learning activities which are based on the activities of the discussion forum, so, 3 * 5 is 15. So, 15 learning activities during a week and each session was for an hour and a half.

Evaluation ( learners involve in assessing online materials/ contribute multiple

perspectives on the value and impact of the learning instructions and training)

Satisfaction & compatibility with trainees’

requirements

Evaluation ( pre-assessment/ survey/ needs assessment)

Constructivist: Discovery learning ( promote motivation)

Autonomy of change


60. I: ahha.. So what is the purpose of these sessions? Is the discussion with trainers themselves or between trainers and trainees together?

61. R: no, right. I am talking about training materials for the teachers. It is composed of learning activities of the discussion forum and Wiki. It involved the main idea of the activities, introductory activities, and wrapping activities.

Discovery learning (guided -inquiry instruction “main idea of the activities, introductory activities, and wrapping

activities”.)

62. I: Is this for face -to face sessions? Or online learning?

63. R: Face- to face. The online learning materials received ready-made, and as

Learning activities ( embedded activities into training materials)


I said for the forum and Wiki, and then we created a website where we embedded in the learning materials related to the subjects. This is another part of the online learning. This has been classified based on subjects.

64. I:haha okay.. So now the training material that you are delivering is basically questions or you get directly into the topic or you introduce it as a problem and let the teachers to discover and explore the learning and propose alternative solutions?

65. R: it depends on, sometimes we use the induction method and introduce the topic as a problem. Also, sometimes the topic of learning is clear, but the learning activities based on collaboration learning between trainees themselves. So umm.. even the cognitive acquisition, we don't give them as much as we give them the skills related to communication, creating new knowledge, making meaning, building their own thinking and ideas, sharing their ideas with others and respecting other's ideas. So umm.. we use more than one method. We don't give them the information and knowledge directly, no.. So we mostly focus on the skills.

Constructivist learning strategy (Inductive learning activities).

Constructivist pedagogical model (Problem- based learning) & direct instruction (well

defined problem)

Dialogic learning strategy (collaboration & social negotiation)

Constructivist learning theory: indirect learning

- ( learn from their own understanding from the instruction/ collaboration/ creating new knowledge, making meaning, shared learning experience)

- Accepting multiple perspectives


- Mastering skills and knowledge.

66. I: ahaa.. So tell me what are exactly the learning tasks provided to them through the discussion forum and the Wiki? Let focus on the discussion forum. How do you introduce the topic?

67. I: There are a diversity of methods and training methodologies in introducing trainees to the topic. Sometimes we let them watch a video, we ask them a number of questions. Sometimes, in the Wiki, we ask trainees ( new teachers) to present and share introductory task they had done in the classroom and it was successful in terms of describing the learning activities, tools and resources were used and what their role as a teacher was, what was the student's role?.... etc.. , so this is an example on the Wiki. In the forum, we give them a video, then ask a number of questions.

Discovery learning ( guided- inquiry instruction)

Active learning strategy (A variety of professional training strategies such aslarge – group discussion “ discussing based on video, instructor prepared a list of questions”)

Learning activities ( activities embedded in learning materials)

Constructivist learning theory:( learn from their own understanding from the instruction) & ( shared learning experiences) & ( individual reflection on the experience)

Constructivist learning theory: ( education transformation in the roles of teachers and learners)

68. I: okay.. So now if I tell you to


evaluate your satisfaction with the performance of the center from 1 to 5, How much you will rate it?

69. R: what is the kind of performance exactly?

70. I: the performance level on the training programs, its efficiency and success, and your satisfaction on your role a trainer.

71. R: it's success is still under evaluation, and regard to the performance, I will rate it for 4 out of 5 according to high volume and diversity of tools and resources are available for implementation of the training programs. I mean honestly, there are huge efforts done in establishing the project.

4/5.Emergent: appreciation/ proud

Satisfaction: advance facilities / the provision of tools and resources/ huge effort

72. I: yes, thanks to you.73. R: yeah.. and I'm not talking about

the effort of only the trainers, but as a supportive and motivated group. The environment in the training center is a motivated environment for working. The environment of the (SCPTT) is motivated for learning and work. Especially for us as trainers, I feel motivated to learn. There is various expertise around me .. So I aspire to work in the heart and soul of the group. I see that my partner's skills complete mine, and what I have. I learn from my

Satisfaction:( group work)

Satisfaction : (Motivated environment)Satisfaction: (Group learning environment).Discovery learning ( promote motivation)

Supportive strategy (scaffolding/ explaining/ modeling/ coaching) & dialogic strategy

( collaboration, cooperation, )Personal experience (Motivation and passion

to job)Learning environment ( motivated)

Constructivist learning theory (shared experiences / multiple perspectives).


partners. Everyone has experience, and we learn from each other. We don't have someone who is selfish of their talent or skill.

Different experiences.

Emergent: Intrinsic motivationEmergent: group work Emergent: cooperation

74. I: that's a good indicator. How is the performance of the teachers, in terms of their acceptances in joining this training for a year? What is the level of acceptance they perceive?

75. R: we have all kinds, I mean we have a lot of opinions regard this point, but the almost teachers are really need support. They all saying that this program offered a lot for them. Trainees said, themselves, I'm not making this up and saying it from what I think, it's true. Honestly, haha..Today I was saying goodbye to my third group of training through face to face class, and actually we are conducting an evaluation at the end of the classes. So, I asked them to list their best session and the worst or hardest session in the class. They said that “they loved all the sessions and thought all were very helpful and they didn't find a difficulty with learning process in this class”. Also, I asked them what they thought about what we

Willingness and conceiving :Multiple perspectivesNeed for Supporting.

Scaffolding.

Mentoring.Satisfaction (trainees satisfaction)

Evaluation (participants’ evaluation, positive attitude, satisfaction).

Satisfaction.

Discovery learning (promote motivation).Compatibility and align to teachers’

requirement and needs.

Satisfaction

Transition/ change/ improvement/ accomplishment


offered to them in terms of ideas, resources and tools. They said, “all that we learned are new”. The 80% of the stuff we offered was new and in different format. They said that “they really need it, and they said it was not a waste of time that we came to (SCPTT) and left our students”. This is what they said.

Emergent: Intrinsic motivation

76. I: Great. Now I like to ask you, who is developing the evaluation tools, and what are those evaluation tools?

77. R: Regard to the evaluation, we received a developed evaluation tools and we never engaged in building them but, the tools that we received were based on tasks. For example, the task required teachers to plan their lesson, to implement them into their classrooms, and evaluate themselves.

Evaluation ( lack of engagement)/ lack of autonomy of trainers

Evaluation (Self-assessment).

Active learning strategy ( effective a lesson plan)

.

78. I: ooh so does it consider as a self-assessment?

79. R: umm yes. In somehow. There’s a part of it is a self-assessment, plus we see how to what extent the teachers have the skills of self-assessment. We are as trainers evaluate them according to specific criterion in terms of does the teacher list the strong points with evidence, how many strong points does he/she has. Does the teacher list the

Evaluation (Self- assessment).Evaluation ( individual reflection on the

experience)

Summative evaluation ( self- assessment, strengths and weakness)


weakness points, and does he/she include the areas that requires a development to overcome the weakness points? So, we evaluate the level of the self-assessment skills teachers acquired by doing the assigned task?

80. R: They evaluate themselves in planning skills, so we evaluate their planning skills they have. There is another skill related to the teaching strategy, I'm talking about the last group because the way of the evaluation has changed. We use instead of it a case study which requires trainers to write a report according to particular criteria. This changed occurred to align to the criteria of accreditation of the certificates which involves measuring the numbers of words of the report, for example. So they focused on the learning tasks in the second version of the case study. In every training package, there has to be a case study the teacher has to prepare.


Evaluation ( self- assessment (a report, a case study)

Active learning strategy ( case studies, integrate new knowledge into real – world

situation)

Evaluation ( change from writing a report to write a case study by using a rubric)

Evaluation ( individual reflection on the experince)

81. I:haha and what are the other evaluation tools?

82. R: umm.. We have also a face-to-face evaluation which evaluates the levels to what extent the trainees are supportive, collaborative, committed, and enthusiastic. They evaluated from

Evaluation personal skills and teaching skills ( include assessing autonomy, responsibility,

independence, collaborative, supportive, enthusiastic, team work skills)

Evaluation (Effective participation in Wiki


the trainers’ points of view. We also evaluate their performance. We also have online evaluation, we evaluate the effective participation in the Wiki and the discussion forum based on the number of posts, for example, it should be not less than 10 posts... uh.

and forum)

Evaluation ( performance assessment)

Evaluation ( criteria of assessment)

83. I: per each unit?84. R: yes, for a unit.85. R: yes.. umm.. You asked me about

teachers' impression. There are some teachers are complaining and frustrated from the amount of work they are given additional to their responsibilities in their schools plus they are away from their families. The new teachers differ from the old teachers such as masters teachers. All most the new teachers are from rural areas. So, they feel that they have a lot of pressure and as well in rural areas network is poor. So, it's hard for them to perform and submit the tasks of learning.

Dissatisfaction (Over load work).

Dissatisfaction (lack of fund, accommodation).

86. I: yeah, that's true, I remember that.87. R: So they complain that they have a

lot of works and they don’t have the network, and their schools don’t permit them to have free time to do their learning tasks. Thus, we communicated the directorate to privilege teachers free of time even though for a day per a week, of course,

Challenges( law bandwidth of Internet, schools’ agreement) .


Commensurate with the benefit of the school. But there are some schools’ principles find it difficult to process it. The teachers are excellent in their performance from the beginning of the training, they performed very well. When I came to ask those teachers about their delay in performing their learning tasks, they said: “we will do them”. Finally, they submitted from the total of 5 tasks about 2 tasks only.

Discovery learning ( promote motivation)

88. I: what happened then? Did they withdraw from the program?

89. R: no they did not, they continued with me to the second block, and then, they were divided up according to their specialists. So, they joined different groups, but, I saw them in the pictures when they sent their performance in videos that they continued the training program, but I don't have the idea about their performance.

Evaluation ( producing a video)

90. I: haha..That’s good. So now you are evaluating them, and some of them don't submit their completed tasks. How do they will receive their certificates at the end of the training program?

91. R:. Actually, we gave them a deadline for submitting their tasks. Sometimes we being flexible with them, we ask them bringing their tasks into a hard drive if it's difficult for them to send it

Role of instructor: (supporting, Mentoring, scaffolding, & motivation).

Motivating.


by email. Regard to the rest of the participants, the management of the (SCPPT) will deal with the issue, but now currently, we still supporting them and motivating them to participate and to move forward in the training program. Personally, honestly I just want to motivate them, I want them to love what they do as teachers. I never tell them that you will be dropped form the training program. I really want them to love their job in teaching.

EncouragementEmergent (emic) Personal motivation/

feeling/ Passion of the job/ intrinsic ideals

Emergent: intrinsic motivation

92. I: yeah especially they are new teachers.

93. R: yes. Exactly. For example, I don't tell a teacher that you did not submit any tasks and now you'll get a zero. Even though if she did not submit any task and she came for the next class, I tried my best to welcome her. I don't want to let her stop attending the classes. At the end, she will gain some ideas to implement them in her classroom. I believe, that kind of people, the management will judge their performance about their situation fairly.

Role of instructor (scaffolding, motivating.Supporting).

Emergent: passion to job/ intrinsic motivation

94. I:ahaa..So I would like to ask you that (SCPTT) is a new project and, of course, you are facing some problems and challenges. What are those challenges?


95. R: the challenges and difficulties. First of all, every person tries to do his job effectively and this makes it easy for us to follow the action plan of the (SCPTT). It is nice that we have a clear plan for next May. The plan is flexible, and makes the work easy for us, but always the thing doesn't go as it's supposed to, it suddenly happens. Like this thing, we try to overcome it with cooperating as a team together.

Passion to the job.

96. I: what is like exactly?97. R: what like. ..umm. For example, We

started a specific method of evaluation, implemented it, and finished our work. However, because of the accreditation, it required to modify and unify the evaluation process between all trainers. So, we have been asked to join several meetings while we are preparing the training materials plus on the other side, we're delivering training. So, we had worked pressure and they asked us to re-evaluate again only during 2 weeks to do so. it's right that people saying you have only an hour and a half, but that time would have to be connected to before and after training sessions, and we also have to cover all the training materials for the week.

98. I think giving us the whole training material would be better than giving

Dissatisfaction (evaluation strategy).

Development (evaluation forms)

Challenges (Pressure and workloads, receiving training materials in parts).

Satisfaction (Cooperation, Team building, Team work, Exchange ideas/ collaboration).


it in parts so that everything is consistent and left no gap between the whole materials of the training program, and yeah.. So such a situation, it created pressure and stress on me, and it was a challenge. I had to exchange ideas with others on what are the points that they are going to present so that I don’t start everything all over again but, to complete where I left. So this is the biggest challenge we faced. However, by team work, we finished today, Hey.

99. I:hahaha..yeah.. and how about the e-learning? Does it facilitate your work or make it a challenge?

100. R: the e-learning platform. Honestly, it was a problem in the beginning. Because the (SCPTT) using (X) platform for all specialists, but we used another platform as an experimental platform. So, we faced a difficulty in communicating to the trainers, tacking the assigned tasks and evaluating them. This platform is different from the platform that we have in the center. So far, they decided to link the two platforms. We had lots of technical problems in accessing the platforms. Thus, the management of the center stopping it and hopefully they resolve the problem. We said that we’ll make teachers work in one place

Challenge (frustration from technology)


and perform their tasks easier. This decision has been taken only last month.

101. I: is the situation now stable?102. R: yes. We are as trainers felt

comfortable because teachers' stopped complains. Even though it was according to their enthusiasm. So it created stress on me, and sometimes I’d even have to open all the trainers’ participation so I can check that all my trainees are in the system, and as well this created a problem for me.

Emergent (emic): accomplishment/ change/ intrinsic motivation

103. R: The new system will be applied to the new group.

104. I: Ohh..You still haven’t applied it.

105. R: yeah it will be applied to the new group, and there is silence regard the issues. I think they are not free to work haha..We felt comfortable because they did not complain a lot.we are hoping that everything with groups will be alright.

106. I: ahaa..So I won't take too long with you.

107. R: no no it’s fine, I just don’t want to talk a lot so that I don’t get out of subject from what you want.

108. I: no you actually answered the questions that I wanted to ask you.

109. R: yeah I’m telling you that I ramble a lot.


110. I: haha no it’s fine. Let me just check that I’ve asked you everything I need. Umm..yeah.. The evaluating system now that you are following, do you think it needs to be developed?

111. R: yes. I don’t really know the reason to re-evaluate. I knew that the reason was to unify the evaluation process. So this is something normal to unify the evaluation process, but I’m talking as a teacher coming from and a school environment. As I used to be a chemistry teacher and now a trainer, I have been used an evaluating process and I was always careful to have clear criterion for evaluation. Here in the (SCPTT) center, I am searching for this, I like to have a measurement like a rubric?

Emergent (emic): dissatisfaction/ confusing of roles

Lack of evaluation, criterion, rubric

112. I: yes.113. R: yeah so we assessing the

trainee like if he/she did this and this, he would get a 5 or less. I like to have clear criterion. When we received the evaluation form, it came ready and translated. We discussed it with the consultant and she explained some points, but still there are lots of vague points. This occurred with me during evaluating the teachers (trainees). I came up with several questions and I don’t know the answers to my concern. They provided us a descriptive paper

Dissatisfaction Evaluation (Lack of evaluation criterion,

rubric) Supportive strategy ( explaining)

Emergent (emic): passion to job


of the evaluation included the importance of each item and the supposed answers. Telling us when to give a half point or no points at all, but there are details we need to understand. This issue made a difference between my evaluation and my partner’s evaluation. There is no agreement on the evaluation criterion. The reason of this is the lack of the provision of a clear description of the evaluation form. We gave the center’s administration a bunch of comments, and they accepted and modified some of them. I hope to have another meeting to reach an agreement. I need as trainers to develop a description of evaluation forms based on our requirements for evaluating teachers (trainees).

114. I:aha..That’s good. The evaluation forms that you use to evaluate the teachers. Is the description clear to teachers (trainees)?

115. R: yes116. I: is it clear to teachers?117. R: the teachers.umm. We

explaining them the evaluation process of face- to face learning verbally. Also, we explaining them the more they participated is the better is their grade in online learning. Also, we provided them a percentage of

Role of instructor ( explaining the evaluation process)

Misconception (criterion for trainees)..


measurements such as.20% for online learning, 80% for face -to face learning, and 50% for the workplace learning, for the tasks they applying at schools, we gave them the proposed percentage of measurement, we told them what we evaluating, and if there was a change in the description of the evaluating forms, we let them know how to do better. Are you with me?

118. I: yes.119. R: so for me, I summarized

everything for them. I want the evaluation tools to be clear for us from the beginning. I don’t think it is okay to come now and tell us to add something. I have to know everything from A-Z. I as a trainer have the right to know this and the trainees as well. Thanks god, all of these issues we got over them with the second group and the description of evaluation supposed to be clear for trainees.

Emergent: Passion to job.

120. I: so you will clarify everything for trainees and will make the assessment criterion for them.

121. R: yeah and I gave them a chance until mid of May to submit their tasks, so now what the date?

flexibility

122. I: it’s 18 today123. R: so, now they have half of

February, all of March and April and Evaluation (performance assessment, Self-

assessment).


half of May. So if you started in mid-February you have to submit it in mid-May. Two to three months and the tasks is like planning a lesson, and evaluate themselves. Also, they can make a video of their performance no more than 3 minutes and then evaluate themselves. Also, they could share their performance with their colleague (peers) to evaluate each others.

Evaluation (Peer – review).

Ideals (lack of place, platform)

124. I: do their partners evaluate each other too?

125. R: yes sometimes. We ask them to evaluate each other, we don’t force them.

Peer evaluation sometimes

126. I: okay thank you so much. I hope that I didn’t take a lot of your time.

127. R: no no I’m free now just to talk to you.

128. I: thank you thank you. Um.. I will be in contact with you if I needed more information if you don’t mind.

129. R: sure of course130. I: I will also send you the

consent form, please, sign it, just scan it and resend it to me.

131. R: will do132. I: thank you, nice to meet you

today



Date__2__/__27_/_2016

Time _____9:56 AM___

Long__45:15 minutes__

Script # 3

Interview script #3 comments1. I: Hello, Al Salam Alikum.2. R: Walikum Al Salam, how are you

studying? 3. I: It is fine. God bless. Of course, we

knew each other. Dear, recently, I am a student at George Mason University in the United States of America, and I am doing a qualitative research study on your experience as a trainer in the specialized center for professional development of teachers (SCPTT). The follow-up interview will take about 30-60 minutes and will include 9 questions. The interview will be recorded and I myself will go back to the recorded interview for writing the transcript. Although, after I finished


the study, I will delete it. As the university protocol, I will send you an e-mail of the consent form for your signature and you're accepting of your participation in the study. The consent form indicates the purpose of the study to inform you that there is no risk from interviewing you, the interview will be tape-recorded, and the information will confidential. You can withdraw from the interview at any time and for any reason.

4. I: Any questions before we start?5. R: No. let’s start.6. I: what is your latest educational

qualification?7. R: Bachelor in Education.8. I: How long you were working as a

teacher?9. R: 6 years.10. I: 6 years, and later?11. R: for 3 years I was a teacher, and

then 3 years and mix between a teacher and a supervisor.

A teachers, a supervisor, a trainer.17 years.

12. I: where were you teaching? In which region؟

13. R: I moved between Muscat and Dhofar region. So, I will complete 17 years.

14. I: okay. How many trainees that you train?

15. R: about 60 trainees includes new teachers and master teachers.

60 trainees


16. I: about 60. so, of course, they have been with you since the training started, since last year.

17. R: uhh. No. I had 40 from last year, and 20 new teachers this year.

18. I: so you have 3 groups?19. R: no. As groups, they'll be 5 groups. 5 groups20. I: 5 groups... how many trainees are in

each group? 21. R: they're not constant. There are

drop-outs sometimes. There are groups with 15, others with 13. It depends on the group.

22. I: are they males and females?23. R: yes male and females. Male & females24. I: okay now tell me about your

responsibilities in the center. Of course, it's the training, but what do you do? what are other responsibilities do you have?

25. R: Okay so we have different types of training which are the face to face training, the online, and the workplace learning.

face to face training, the online, and the workplace learning.

26. I: How many days the face to face training?

27. R: They are about 5 days during 2 years and we do it 5 times.

28. I: That’s so 10 times.29. R: No. 5 times during two years.30. I: What a program are you in?31. R: Two programs, the whole center

associates training program and only a She responsible for two programs


part of the new teachers’ training program which related to life skills.

32. I: okay.33. R: In the new teachers’ training

program, I am training the specific areas of life skills, I am training them once through the face to face training, then I am following them through the online learning and workplace learning.

Professional development ( specialized area, multiple domain)

34. I: ahaa..Okay. Good…so exactly your responsibility is to train new teachers on the teaching methodologies of life skills subject and later you supervise and follow up them through the online learning and the workplace learning.

35. R: Yes. Exactly.36. I: okay, now let us focus on the new

teachers’ training program. 37. R: I am taking them only once, but

they belong to another trainer from another specialist.

38. I: so you only train teachers who are specialized in life skills.

39. R: yes, Also, I responsible for the whole program for the center associates which are for 3 groups.

40. I: ahaa...okay. So the center associates, do you focus on training the master teachers?

41. R: Yeah..in different specialists. Multiple domain42. I: so you have different specialties, not

only the life skills specialists.


43. R: no, all the specialties. 44. I: aha.45. I: Okay. So now let’s focus on the

nature of the training programs are offered in the (SCPTT) either for the center associates program or the new teachers program. Are they the same? In their structures, nature, trajectory, or are they different?

46. R: They both based on educational skills and specialized skills that relevant to the trainees' roles as teachers. For example, with the senior teachers, their role is monitoring, we add to them the skills on how they will follow their juniors’ teachers based on the professional skills that we taught them. When they started the program, we started qualifying them with teaching skills and methodologies to be qualified to be teachers. So we took them through pedagogy methods and continuous evaluated methods in the constructivist evaluation classes. Then we started to look at their learning tasks as senior teachers in terms of developing professional training for their senior teachers and determining their needs. Thereby, the senior teachers using different methods in providing professional training for the senior teachers, not only a workshop.

Educational and specialization skills.

Constructivist learning theory ( transformation of teachers and learners

roles)

development/ ImprovementContinuous evaluated method.

Constructivist evaluation.

47. I: what are the types of those


methods?48. R: It can be direct reading, discussions

forums, or umm… learning with peers”, or analyzing clips of videos for particular sessions. So there are a variety of methods, not only workshops. So everything has to be continued, so first the teacher has to develop a plan with different methods, then to assess the impact of the plan and then to develop again. So it’s like a chain, a constant operation. The first unit is based on the variety skills of teaching, and then focusing on evaluating the ways of teaching. The second unit is based on the assessment for learning. Each senior teacher starts to design experimental classes that focus on the assessment for learning, where two of his/her partners attend with him the class from similar specialist and that meet their needs. The partners evaluate the teacher and they explain the strength and weakness of his/her class and the professional skills. The plan that senior teachers should develop for the senior teachers included professional development, give them direct reading, online searching, and collaborating with them through discussion forums, etc. Then when the senior teachers feel that he/she is

Learning occurrence (Direct-instruction, Collaborative learning)

Active learning strategy ( large- group discussion)

Anchored instruction ( activities embedded in the learning materials such as a video)


qualified and take into account the feedback, he/she will start writing a case study about the plan and junior teachers’ performance.

49. I: what is the case study exactly?50. R: the case study will clarify the

needs, the impact of the plan, and a recommendation of developing the plan as well as a recommendation of teachers’ improvement of their performance. The most important task that it is finalized with a case study. This is the second level. The third level, we focused on the standards that (SCPTT) developed under three fields..uh.. Understanding, knowledge, and professional skills, 21st-century skills and higher thinking skills. These three fields supposed to be taken and practiced them through face to face training. So, each trainee will determine his/her needs and will have two people to make a group. They’ll start self -evaluating in a specific area of a particular standard, focus on it and develop it.

Case- study assessment.Self-assessment.

Higher thinking skills.21 century skills.Team building.Group work.

51. I: do they work together through online learning and in the workplace learning?

52. R: In the online learning, they work together as a class.

Group environment learning.Collaboration.

53. I: I meant the task that you were telling about the 21st-century skills in


which they come back and work together. Where do they accomplish this?

54. R: in the center's halls. They learned in the face-to-face training and they prepared the training packages into 5 different areas. Then they are distributed into different halls from different classes, all together. So we had 6 groups and they were grouped into 6 different halls. Every three groups in six halls. The 5 halls are entitled. So the trainees who responsible for developing a training package of understanding and knowledge skills are in a hall..etc. they always are trained in groups, and through the online learning, they will take examples on what they were trained. Then, in the workplace learning environment, they will perform what they were trained.

Group environment learning.Team building.Group worksCollaboration.Application.

55. I: Yeah.56. I: aha.. Okay. What about the new

teachers program? Can you tell me about its’ structure or the skills you train trainees on?

57. R: In the new teachers training program, the trainees (new teachers) are trained on the fundamental skills that every new teachers need including pedagogy, evaluation methods, motivation, ...... etc. . I

Fundamental teaching skills


trained them in the unit3. So, they also, have three different approaches of training.

58. I: How do you evaluate trainees especially in the discussion forums?

59. R: In the online learning, we evaluating them in three different areas, do they post the intended information, do they collaborate and share ideas with their others, and do their ideas are clear and sufficient. Then we graded them into A, b, C.

Evaluation (performance assessment, Rubric)

Evaluation (quality of performance, numbers of responses, team work skills, collaboration

and communication skills)

60. I: Do you have a particular evaluation form such as a rubric. For example, if his/her write no less than a paragraph, he/she will get 5 points and so on.

61. R: Yes. We do. For example, trainees have to participate with 14 posts. If they participated from 9-14 posts, they will get 5 points, but if their participations less than 9, they will get less than 5 points.

Evaluation on online learning (a rubric)Evaluation (quality of performance, numbers

of responses)

62. I: Yeah.63. R: If they have artificial answers, they

will get 1-2 points.Evaluation on online learning (a rubric)

64. I: How is it an artificial? Do you mean that they participating by one word like "great" or "good"?

65. R: These words don't represent as artificial answers. I meant by that, its uncertain information.

Evaluation ( a rubric & quality of participation)

Artificial answers(Inaccurate information)66. R: I am evaluating the trainees in the


new teachers program in unit3 which related to the tasks of workplace learning.

67. I: How do you evaluate trainees in workplace learning environment?

68. R: The evaluation is based on writing a case study. They evaluate themselves and they might share with partners and write the case study on their performance. But there is no clear criteria so, they can rely on it on for assessment.

Evaluation a workplace (a performance assessment “A case study”, self- assessment,

peer- review)

Lack of evaluation criteria

69. I: Tell me about the training materials of the training programs, are you received a developed material, do you engage in the developmental processes?

70. R: The two first units, we received developed training materials from the consultant, but for the third unit, we provided the consultant our recommendations in order to design and develop the materials according to trainees requirements. For the fourth unit, we requested to develop the materials by ourselves under the supervision of the consultant in order to meet trainee’s requirements, and then, they developed it into the final product.

Discovery learning ( promote active engagement)

Discovery learning ( a tailored learning experience)

Autonomy of change and development

Autonomy of change and developing training materials & aligns them to trainees

requirement


Supportive strategy ( trainers are received scaffolding & mentoring from consultant)


71. I: Did you implement those materials?72. R: Yes. We implemented them last

week, and there was a satisfaction from trainees more than previous units. They said it is aligned to their requirements. Also, the consultant conducted a survey to explore their feedback in the materials of the unit. They said, the materials focused on the practical side which is useful for teachers to practice what they learned along with coaching and mentoring from the trainers.

Satisfaction (quality of training materials & compatible with trainees’ requirements).

Evaluation ( pre-assessment)

Supportive strategy (Coaching & mentoring).

Accomplishment (quality of training materials)

Satisfaction ( from trainees stasfaction)

73. I: I: Are the training materials interactive materials including graphics, animation or it just a text. What is the nature of training materials?

74. R: it has embedded videos sometimes. We developed based on cases, situations, or tasks.

Learning activities (embedded in learning activities such as videos, a case-study, task,

situations).75. I: If I asked you to assess your

satisfaction with the (SCPTT) performance, how much you will assess it from 1-5?

76. R: Ummm. 3-4. we are still a way from 5.

3-4/5. dissatisfaction

77. I: What are the weakness points do feel are there?

78. R: All activities in the (SCPTT) Dissatisfaction ( learning materials do not


should be based on the teachers' requirement and taking their feedback into account. Also, we are confronting some challenges such as the time, slow network. Those reasons let me don’t rate my satisfaction for 5. Also, I think because the (SCPTT) is a new project, it needs time for improving the proficiency. The evaluation process in unclear. We want to have a clear criterial. Now, we only have a descriptive outline, but we need to have like a rubric or check list to assess teachers’ performance based on criteria. Also, trainees’ evaluation to the programs is good, it is no less than 85, but I am talking about our support for them, but we don't have time to provide them the sufficient support and to visiting them in their schools to monitor them. We do have a plan for field visiting, but always it have been stopped. They told me that I am requesting and wanting to do everything perfect, but our trainees are satisfied. I really have stress and overload work. The center is trying to overcome these challenges. There are priorities so, we always delay our workplace visiting.

align with teachers’ requirement)

Passion to jobMotivation

Challenges:Need for engaging the stakeholders, trainees

and trainers.

Lack of evaluation criteria

Align with requirements.

Time management.

Intrinsic motivation/ passion about the job

Infrastructure, network.

A new project.

Challenges: Need for more supporting trainees and mentoring into workplace.

Challenges: Stress and work load

Challenges: Need for more field site (experiential learning)


79. I: Ok. What about students' learning performance, is there any outcomes from delivering professional training for teachers which impact on their students' learning progress?

80. R: Recently, there is an evaluation on this matter. They evaluate students' learning performance in schools in which teachers are involved in the professional training, but it is still under progress, However, we received feedback from teachers while they are performing their learning tasks in the workplace, they said that they demonstrated a development and improvement on their students’ performance.

Satisfaction: Increased student’s learning performance

Motivated students.

81. I: We finished. Thank you. If I need further information, I will contact you.

82. R: Sure. Good bye.83. I: Good bye.


Date__3__/__16_/_2016


Via Email

Script #4

“First of all, I thank you for your participation today. My name is Maimoona Al Abri, and I am a doctor student at George Mason

University conducting a qualitative research study. The purpose of the study is only a class assignment. Your responses will remain

confidential and will be used to develop a better understanding about the training framework of the (SCPTT), nobody will review your

interview exception my advisor of the study and classmates in the classroom. The focus of the present study is to understand the

technology- based training (TBT) experienced by different subject experts (trainers) at the “Specialized Center for Professional

Training of Teachers (SCPTT)”, and to explore to what extent it connects to the constructivism learning theory. Also, I will email you

a written consent form that asserts your participating in this study. Also, I need your consent for continuum communication if I need

further clarification, and I will keep in touch with you through the email. Your participation in this interview is completely voluntary.

If at any time you need to stop, please let me know. You may also withdraw your participation at any time without consequence.

Training Program: New Teachers Programme

Interview’s code #4 Comments1. Tell me a little bit about your

qualification and your previous experience.

2. Personally, I have 17 years of experience in different educational roles as an English teacher, senior

17 years

Master degree


English teacher, and educational supervisor and recently as a trainer in the SCPTT. In addition to my BA degree, I completed my MA in education from Cardiff Met University in 2014. It's worth mentioning that I had CELTA certificate from Cambridge University in 2008.

3. Tell me about your responsibilities as a trainer in the center? And what you feel about it.

4. My role in SCPTT is to deal with the teachers from different prospective. I train them on different topics to become good teachers, such as how to use the new teaching/learning methods, how to create effective learning environments, how to enhance or suspend a behavior, how to use different teaching strategies. Moreover, I sometimes discuss what is expected from them as teachers. We also discuss regularly the current obstacles the teachers face in our schools and how to overcome these difficulties and challenges. In general, I talk about different issues in addition to what is required from me.

Professional development (Teaching methodologies & Orientation of the roles of instructors and learners)motivation and lifelong learners

support

Ethics (Learner control/ learning ethics)

Encouragement (Motivating)

Constructivist learning :

Scaffolding/ mentoring

5. I really enjoy it and I think the trainers do too. In fact, I believe that the long experience in the educational field allow me the chance to come with real examples whenever I talk.

Emergent: Satisfaction. (enjoyment)Intrinsic motivationPassion about the job


6. What is the training success? What is was that made you feel successful, and a time that you felt unsuccessful or you were frustrated. (Explain)

7. I do believe the career satisfaction is crucial, therefore, the thing that really make me happy is hearing the trainers talk about the good things in their career in a comparison with the other jobs. In addition, their enjoyment when they put into practice the new strategies.

Emergent : satisfaction An enjoyable learning environment happy

8. Describe me the structure of a training program that you are delivering?

9. The programme includes three modules (three units each and in total twelve unites). Each modules consists of a face-to-face training (5 days), online learning (take approximately 20 hours) and workplace tasks (sometimes 5 or 6 and the estimated time is 20 hours).

Blended learning

10. Tell me about the learning activities embedded in the training. How are implemented? How collaboration tools implemented in learning activities such as wiki, discussion forum, and how they add values to the training outcomes.

11. My role is to work with the trainers to make sure that they absorb the idea behind each strategies, teaching methods and techniques. Later on, their

Constructivist learning (mastery skills)

Constructivist : transfer skills and knowledge into real world situation (school)


role is to convey the methods to the field and try to apply them with their students accordingly. We try to use different methods to make sure that the trainers understand the use of each methods. We rely on individual, pair and group work to vary our techniques and we use different coaching strategies.

Discovery learning (promote autonomy, independence, responsibility) ANDTeam work skillsEncourage active engagement Collaboration and social negotiation

Supportive strategy (coaching)

Instinct motivation

12. Tell me does the training materials developed based on problem solving, and authentic tasks (real world situations), for example?

13. Yes. I think the training material was developed based on a field study.


15. Yes. I participate in developing the training material and my comments are taken seriously when I criticize any issue in the materials. We have a regular meeting with the expert to revise, add, modify or even change topics in the materials.

Autonomy of change and development



Development (training materialas)Discovery learningCollaboration and social negotiation

16. Tell me about how trainees are


evaluated. (In the workplace, during the training, online learning.) How was this evaluation process developed? Tell me about how you feel about the evaluation process. What the assessment approach is used to assess the learning outcome?

a. The assessment process includes the workplace (50%), online learning (20%) and their attendance and active participation in face-to-face training (30%).

Evaluation (points distributed across the training program)

b. - I think, the assessment process is reasonable and allows the trainer to improve professionally in different way.

Evaluation (reasonable)

17. 10. Tell me what are the challenges you are facing regard to your job as a trainer in the specialized center?

18. There are some challenges:19. The center mission is not clear to

some teachers who join the center that causes passive participation.

Challenges: Passive learnersMisconceptionVague learning

20. Some teachers are not keen enough to be included in the programmes due to different reasons such as no allowance, no transport, no accommodation.

Lack of fund

21. Sometime the teachers are absent due to the lack of collaboration between the center and some schools.

Lack of communication (management)

22. The lack of field visit to check how the teachers apply the new strategies

Lack of mentoring and scaffolding in the field/ lack of field visit


in the field

Table (2) Axial codes

Code P1 Ali P2 Fatema P3 Zeyneb P4Ahmed Observation Emergent/ emic

Constructivist Learning

Discovery learning (promote engagement)

Dialogic strategy (Collaboration and social negotiation (Group work)And reflection

Discovery learning (Active engagement) &

Constructivist Supportive strategies (scaffolding, monitoring)

Motivation

Professional development (Training, preparing halls, and reviewing)

Assessing) Constructivist:

Supportive strategy (Monitoring/ scaffolding)

Active learning strategy (experiential learning/ workplace/ site visit)

Active learning strategy (Learning form their own understanding from the instruction and training (guided –inquiry instruction)

Professional development ( specialized area,

Professional development (Teaching methodologies &

Constructivist: Orientation of the roles of instructors and learners)

Support (Scaffolding/mentoring

Motivation (lifelong learners)

CollaborationFormative assessment

Discussion forum is for 2 months

ArticulationReflection

lack of collaboration through discussion

forum

Lack of mentoring& scaffolding

Active learning strategies (large group

discussion)

Lack of collaboration

P2: Intrinsic motivation

Autonomy of change


Engagement ( learners involves in evaluating the training materials)

Engagement ( contribution of multiple perspectives)

Discovery learning (Promote active engagement (building training materials).

Discovery learning (a tailored learning experiences)

Supportive strategy ( mentoring/ scaffolding)

Engagement (participating in developing digital content)

Constructivist: A real world event

Active learning strategies (large group

discussion)

A lack of collaboration.

Constructivist: reflection

Constructivist: Real-world tasks

Lack of Collaboration

Nature of training and learning activities

Constructivist: Learning activities ( tasks based

constructivist(Application/ demonstration)

Active learning

Constructivist: Multiple domain

Constructivist

Blended learning

Mastery skill constructivist

Articulationreflection

P4: (intrinsic motivation)I believe that the long experience in the


learning) Accomplish

ment (content development)

Learner reflection: write a descriptive report)

Constructivist: Application in workplace/ transfer skills and knowledge into real-world situation (school)

Role of learners ( active learners)

active learning strategy (hands- on technology)

Learning occurrence (Mastering learning/ skills)

strategy ( experiential learning (field visit))

Constructivist: Multiple domain

Identity (Maintain the identity and

the privacy of the country culture)


Constructivist: Supportive strategy ( scaffolding from consultants)

Discovery learning (Promote active Engagement) in

accomplishment (developing training materials).

Constructivit: Discovery learning ( promote motivation)

Discovery learning (guided -inquiry instruction “main idea of the activities, introductory activities, and

learning theory ( transformation of teachers and learners roles)

Constructivist: Learning occurrence (Direct-instruction,

Collaborative learning)

Constructivist: Group environment learning.

Collaboration, Team building, Group work.

Fundamental teaching skills


(application) Accomplishme

nt (content development)

Discovery learning (promote autonomy, independence, responsibility)

Constructivist: Team work skills

Constructivist: Encourage active engagement

Constructivist: Collaboration and social negotiation

Constructivist: supportive strategy (coaching)

educational field allow me the chance to come with real examples whenever I talk.

P4: (Satisfaction) I really enjoy it and I think the trainees do too. In fact, I believe that the long experience in the educational field allow me the chance to come with real examples whenever I talk.

P4: satisfaction, happy , enjoyingAn enjoyable learning environmentHappy. I do believe the career satisfaction is crucial, therefore, the thing that really make me happy is hearing the trainers talk about the good things in their career in a comparison with the other jobs. In addition, their enjoyment when they put into practice the new strategies.


Collaboration and social negotiation, group work, interaction, argumentation).


Active learning strategies (large group discussion & small- group discussion)

Role of learners: active participant

Supportive strategy (monitoring & elaboration)

Role of instructor (explaining the criteria).

Learning activities (Tasks-based

wrapping activities”.)

Discovery learning (Promote active

Engagement)


Supportive strategy ( scaffolding)

Building Team work skills ( agreement)


Active learning strategy ( case

studies, integrate new knowledge into real – world

situation) Role of instructor

(scaffolding, motivating, Supporting).

Role of instructor ( explaining the evaluation process)


learning).

evaluation Evaluation checklist

Evaluation: Standards and Criterion (no less than 2500)

Evaluation: Individual reflection on the experience

Evaluation

(pre-assessment and post-assessment)

Evaluation (assess change/ accomplishment)

Evaluation form (descriptive form).

Active learning strategy (individual reflection on experience)

strategies

evaluation (task-based learning)

Evaluation ( individual reflection on the experience/ self- assessment)

Autonomy Autonomy /

dependency

Evaluation ( learners involve in assessing

online materials/ contribute multiple perspectives on the value and impact of

the learning instructions and

training)

Satisfaction & the demand for

compatibility with trainees’ requirements

Evaluation ( pre-assessment/ survey/ needs assessment)

Evaluation ( lack of engagement)

Evaluation: Case- study assessment.

Evaluation: Self-assessment.

Evaluation

(performance assessment, Rubric)

Evaluation (quality of performance, numbers of responses, team work skills, collaboration and communication skills)

Evaluation on online learning (a

rubric) Evaluation (quality

of performance, numbers of responses)

Evaluation on online learning (a rubric)

Evaluation ( a rubric & quality of participation)

Artificial answers(Inaccurate

Evaluation (points distributed across the training program)


forum

P4: SATISFACTION:I think, the assessment process is reasonable and allows the trainer to improve professionally in different way.

P1: dissatisfaction:I do not know when I assess participants with points 1, 2, 3. There is no clear criteria for evaluation.

P2: passion to job: I summarized everything for them. I want the evaluation tools to be clear for us from the beginning. I don’t think it is okay to come now and tell us to add something. I have to know everything from A-Z.


(reflection) Peer-

evaluation. Evaluation

(checklist) Constructivis

t learning theory – evaluating online learning materials by (multiple learners/ participants) (multiple perspectives)

online

learning evaluation (checklist)

evaluation on online learning ( a rubric)

Collaborative learning

Constructivist: Opened questions/ ill-defined cases.

Constructivist: Closed questions/

Evaluation (Self-assessment).

Evaluation ( change from writing a report to write a case study by using a rubric)

Evaluation ( individual reflection on the experience)

Evaluation (Self- assessment).

Evaluation ( individual reflection on the experience)

Summative evaluation ( self- assessment, strengths and weakness)

Evaluation personal skills and teaching skills ( include assessing autonomy, responsibility, independence,

information)Evaluation a workplace

(a performance assessment “A case

study”, self- assessment, peer-

review) Lack of evaluation

criteria


well -defined cases

Lack of criterion of assessment.

Evaluation (performance assessment &

individual reflection on the

experience)

Evaluation (lack of criterion of assessment)

Evaluation (pre-assessment & port- assessment

Learning occurrence (mastery learning and skills)

collaborative, supportive, enthusiastic, team work skills)

Evaluation (Effective participation in Wiki and forum)

Evaluation ( performance assessment)

Evaluation ( a rubric)

Misconception (criterion for trainees).

. Evaluation

(performance assessment, Self- assessment).

Evaluation (Peer – review).

Ideals (lack of place, platform)

Peer evaluation somtimes


Content development

Dissatisfaction

Emergent: Autonomy

Development/ change/ modification

Active Engagement in developing training materials, promote motivation, a tailored learning experience

Supportive learning ( scaffolding and monitoring)

Discovery learning ( guided- inquiry instruction)

Active learning strategy (A variety of professional training strategies such as

Learning activities ( embedded activities into training materials)

Constructivist learning strategy

(Inductive learning

activities).

Constructivist pedagogical model (Problem- based learning) & direct instruction (well defined problem)

Dialogic learning strategy (collaboration & social negotiation)

Constructivist learning theory: indirect learning

( learn from their own understanding from the instruction/ collaboration/ creating new knowledge, making meaning, shared learning

Discovery learning ( promote active engagement)

Discovery learning ( a tailored learning experience)

Autonomy

Development (learning materials)

Supportive strategy ( scaffolding & mentoring)

Compatibility to trainees requirements

Satisfaction (Compatibility to trainees’ requirements).

Evaluation ( pre-assessment)

Supportive strategy (Coaching & mentoring).

Learning activities (embedded in learning activities such as videos, a

Autonomy

Development (training materialas)

Discovery learning

Active engagment

Collaboration and social negotiation


forum

Lack of mentoring& scaffolding

P4: (autonomy)I participate in developing the training material and my comments are taken seriously


large – group discussion “ discussing based on video, instructor prepared a list of questions”)

Learning activities ( activities embedded in learning materials)

Constructivist learning theory:

( learn from their own understanding from the instruction) & ( shared learning experiences) & ( individual reflection on the experience)

Constructivis

experience)

Accepting multiple perspectives

Mastering skills and knowledge

case-study, task, situations).


t learning theory: ( education transformation in the roles of teachers and learners)

Satisfaction Satisfaction: advance facilities

Satisfaction

(Motivation and passion to job)

Learning environment ( motivated)

Different experiences. Willingness and

conceiving :

Compatibility and align to teachers’ requirement and needs.

Satisfaction (Cooperation, Team building,

Dissatisfaction ( learning materials should align with teachers’ requirement)

Satisfaction: Increased

student’s learning performance

Motivated students.

Satisfaction:

P1: ¾ Dissatisfaction.

Misconception/confusion

P2:4/5 satisfaction1- Appreciation/

proud.. I mean honestly, there are huge efforts done in establishing the project.

2- Intrinsic motivation: I'm

not talking about the effort

of only the trainers, but as

a supportive and motivated

group3- I feel motivated

to learn.


Team work, Exchange ideas/ collaboration).

Dissatisfaction (evaluation strategy).

4- Group work: I aspire to work

in the heart and soul of the

group.5- Cooperation: I

see that my partner's skills complete mine,

and what I have. I learn

from my partners.

6- Instinct motivated: I'm

not making this up and saying it from what I think, it's true.

Intrinsic motivation: Passion of the job/

intrinsic ideals Personally, honestly I just want to motivate them, I want them to love what they do as teachers. I never tell them that you will be dropped form the training program. I really want


them to love their job in teaching.Passion to job: I don't tell a teacher that you did not submit any tasks and now you'll get a zero.

P3: 3-4/5. dissatisfactionP4:satisfaction.

Challenges Challenges (Vague learning goals

Challenges (A lack of evaluation criterion).

Challenges (Less work experiences of some trainers).

Challenges (Resistance from teachers to join the training).

Challnges: Difficulties (Pressure

Challenges (Pressure and workloads,

receiving training materials in parts). Challenge

(frustration from technology)

confusing of roles

Lack of evaluation, criterion, rubric

Dissatisfaction Evaluation

(Lack of evaluation criterion, rubric)

Time management.

Infrastructure, network.

A new project.

Challenges: Stress and work load

Challenges: Passive learners

Lack of fund Lack of

communication (management)

Lack of mentoring and scaffolding in the field

P1: preference and inquiry for supporting

use the affordances of active learning

strategies . I prefer if the

center assigned two person for each

group. However, we overcome this

challenge as we use the active learning

strategies in training where

learning is learner-centered and our

role as trainers are mentoring and

advising. P2: motivation/


work/ Overload work, need for more organization)

Challenges: (long period of training

instead of monitoring)

Passion to job: First of all, every person tries to do his job

effectively and this makes it easy for us to follow the action

plan of the (SCPTT).

Passion to job :I hope to have another meeting to reach an agreement. I need as trainers to develop a

description of evaluation forms

based on our requirements for

evaluating teachers (trainees).

Inquiry Inquiry (High qualification educational background).

Inquiry (Maintain the identity of Omani culture into training materials).

Inquiry (The need for engaging the

Need for engaging the stakeholders, trainees and trainers.

Align with requirements

Need for more field site (experiential learning)

Need for more supporting trainees and


curriculum people).

Inquiry (engage university experts).

Inquiry (Incorporate multidiscipline).

mentoring into workplace.

Initial codes (A)

Satisfaction: (cooperation, teamwork, collaboration, Dissatisfaction: evaluation criteria, training materials, field visit, Intrinsic motivation: passion to job, happy, enjoyment, Constructivist learning: Trainers: active engagement, support, collaboration, group work, support, discovery learning, scaffolding, monitoring, active learning strategy.Trainees: reflection

Revised Codes (B)

Discovery learning (promote autonomy, independence, responsibility); Constructivist: Team work skills;Constructivist: Collaboration and social negotiation;Satisfaction;Challenges, andIntrinsic motivation.


Table (3) Selective Codes

1)[3)] What are the trainers’ experiences of delivering the professional training for novice teachers through technology – based

training (TBT) approach?

2)[4)] How do trainers’ experience on the evaluation approach in assessing trainees’ performance in the professional development?

Categorized codes quotes

Experiences in TBT

What are the trainers’ experiences of delivering the professional training for new

teachers through technology – based training (TBT) approach?

Interview

1. Intrinsic motivation: Autonomy of development Collaboration Group work Cooperation Social negotiation Motivated environment

o Accomplishment of change in the quality of performance, training materials, and

P1: 26, p4:11P2:53, 55P3: 70P4: 4, p1:55


evaluation criteria.o Passion about job.


Defining Satisfaction:o Appreciation and proud of

the huge effort ino Enjoyable and happy career.

establishing the SCPDT.o Engagement in developing

training materials.

P4: 7P3: 72, p2:49P3: 46, p1:45, 47, 49

P2:91,93P1: 42P3P3P3


EvaluationWhat are the evaluation methods have been used to assess trainees in different

approaches of professional development?

Interview

experiences of evaluation approaches

Evaluation strategies:o points distributed across the

training program)o Learners involve in evaluating the

training materials.o Formative assessment

(continuous evaluation)o evaluating online learning materials

by (multiple learners/ participants) (multiple perspectives)

o Peer-evaluation.o pre-assessment & port-

assessmento Evaluation personal skills and

teaching skills ( include assessing autonomy, responsibility, independence, collaborative, supportive, enthusiastic, team work skills)

o a performance assessmento Summative assessment ( self-


assessment, strengths and weakness)

o Evaluation: Individual reflection on the experience

o self-assessmento task based learning, a case study, a

reporto producing a videoo Peer evaluation sometimes.o Reflection:

learner’s reflection by writing a descriptive report or a case study

Lack of evaluation criteriao Lack of Evaluation checklisto Absence of a rubric: quality of

performance, numbers of responses, team work skills, collaboration and, Effective participation in Wiki and forum communication skills p3:59

o Failure (because of the lack of evaluation

o Lack of engagement in developing assessment tools.

Challenges


Challenges (lead to dissatisfaction) Misconception and confusion

A new project (vague learning goals for some materials, lack of organization)

Alignment the training materials with teachers’ requirement (lack of multidiscipline engagement in developing the training materials).

multidiscipline Engagement The need for engaging the

curriculum people, engage university experts). Need for engaging the stakeholders, trainees and trainers, AND

Identity (Maintain the identity and the privacy of the country’s culture)

Overload work (, stress, time management)

Lack of mentoring and scaffolding in the field (long period of training instead of monitoring)Increase supportive strategies:Need for more field site (experiential learning)Need for more supporting and mentoring trainees into workplace.

P1 Vague learning goals Lack of evaluation criteria/ absence

of a rubric Overload work: Stress Time management. Network long period of training instead of

monitoring Alignment the training materials with teachers’ requirement

lack of multidiscipline engagement in developing the

P2 lack of evaluation criteria Pressure and workloads Receiving training materials in parts). confusing of roles Compatibility and align training

materials to teachers’ requirement and needs.

P3 A new project: Lack of organization Lack of mentoring and scaffolding in

the field long period of training instead of

monitoring Time management. Infrastructure, network.


A new project. Stress and work load Align training materials to teachers’

requirement and needs.

P4 Passive learners Lack of fund Lack of communication

(management) Lack of mentoring and scaffolding in

the field

P2:49

P1 Identity (Maintain the identity and the

privacy of the country’s culture) High qualification educational background

which means more than 5 years’ work experience, and earners master or doctorate degrees.

Engagement multidiscipline (The need for engaging the curriculum people, engage university experts). Need for engaging the stakeholders, trainees and trainers P3

Need for engaging the stakeholders, trainees and trainers.

Align with teachers ‘requirements Need for more field site (experiential

learning)


Need for more supporting trainees and mentoring into workplace.

Memos of reflection

Written memos while transcribing the interview scripts.

The first interview (Ali) was motivated and loved his job. His experience in TBT was between satisfaction and dissatisfaction. He

satisfied about his job in the center. Specifically, he liked the collaborative work and team work, but he believed that the center

should recruit trainers with no less than 5 years and who earned high degrees, master or doctorate degrees, Ali described the

development of instructions and learning activities of the training programs were based on active learning strategies. He explained the

practices and learning process of delivering the professional training through different approaches. For example, he described that

face to face training is for 10 days during a year, but he indicated his dissatisfaction about the context of the face- to face training

materials. Through online learning, Ali mentioned that learning process has developed by introducing topics to participants through

videos, then trainees are required to watch the video and participate in the discussion forums and Wiki, and to answer the questions

and discuss with their peers. After trainees return back to schools, they have to apply what they have learned into face to face sessions

and online learning into their classrooms in schools. So, they are requested to prepare a lesson plan and apply it into classrooms,

where some colleagues can observe each other and give each other their feedback. After application, trainees are requested to reflect

on their experiences by writing a report describe what they have learned, how they will develop their experiences and where they saw


themselves in the future. In addition, Ali complained a lot about the training materials and evaluation methods they are using. He

reported that training materials don’t align with teachers’ requirements and it doesn’t maintain the identity of the country’s culture.

However, after he complained, about this issue, together with his colleagues to the management of the center, they have been engaged

in developing the upcoming materials. He referred his dissatisfaction to the weakness and challenges he faced in the center. For,

example he mentioned that he did not know how to assess his trainees. He didn’t have a rubric or checklist to rely on for the

assessment. There was lack of assessment tools. He asserted as well the subject of engaging curriculum experts and experts from the

national university in developing training materials. I believe he meant by that is to unify the national learning outcomes between

different institutions. He felt he has overload work and he suggested some recommendation. He mentioned that the overload work

led to reduce the required support for trainees than it is supposed to be.

Fatema has long experiences in teaching. By interviewing her, I recognized that she has a very high degree of motivation, she loved

her job, and she appreciated the huge effort that done in the center. She mentioned that learning activities and instructions were

inductive where they encourage trainees to discover their own learning. She said that she is happy and enjoys her job in training so,

she tried to encourage and motivate teachers to love teaching job. Also, because she loves her job as a trainer, she tried to motivate

teachers to be good teachers.

She satisfied about her job. She liked the collaborative work and teamwork at the center. Her dissatisfaction was regarding to some

issues such as the nature of training materials which didn’t align with teachers’ requirements. She engaged in developing some of the


training materials after trainers in the SCPTT complained about the management office. She was happy about the developed materials

that she involved in and she proud of that because trainees liked them and they satisfied more than previous materials. Fatema also

complained about the lack of assessment tools, and she said that she faced difficulties in assessing her trainees. She wished to have a

rubric and clear assessment tools. Fatema also felt about the overload work which prevents her from providing the sufficient support

for trainees. Also, she said the SCPTT lack for a field visit to provide the effective support for trainees into the workplace. Fatema

appreciated the scaffolding she received from the center’s expert and consultants.

Zeynep also was so motivated and liked her job so much. She appreciated the huge effort in the center and she pride that she is

belonged to the center. She has overload work because she is training two programs. Her experience with the new teachers program

was enjoyable. She trained them the specific domain skills. She engaged in developing training materials and she satisfied about the

final product. Also, she satisfied because she can contribute to the decision-making regard the process in the SCPTT. Also, she

mentioned that the trainees more satisfied with the new materials which trainers have developed. This shows an autonomy of

developing the process of work. The learning activities were inductive and were dependent on watching videos, answer questions and

participate in a discussion forum and Wiki. She asserted about the weakness she faced in her work. They are lack for field visit,

thereby, the lack of providing the sufficient scaffolding, mentoring and supporting to teachers in the workplace. Also, she asserted

that she faced the absence of assessment criteria to assess teachers' (trainees) performance. She has appreciated the huge effort which

done in the SCPTT.


Ahmed was the fourth participant. I received his responses through email. He was a trainer of New Teachers Program. He showed

motivation and enjoyment about his job. He appreciated the effort done in the SCPTT. He loved his work and he tried his best to

raise the teachers’ (trainees) performance and success. He indicated the he engaged so far in developing the training materials and he

satisfied about that in terms of the capability of autonomy to have an opportunity to contribute to the decision making in the SCPTT.

He also complained about the lack of scaffolding and supporting provided for teachers. He mentioned other challenges such as lack of

fund to provide accommodation for teachers, lack of communication with schools to let teachers participate in the training program.


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DOCTORAL PORTFOLIO · Web viewIntegrating technology in education plays a significant role in the refinement of teaching skills and knowledge into classrooms. Consequently, a Specialized