Towards a Sociocultural Approach on Teachers’ Professional Development in Bahrain

dc.contributor.author	Al-Mahdi,Osama
dc.contributor.author	Al-Wadi,Hasan
dc.date.accessioned	2018-07-25T10:03:37Z
dc.date.available	2018-07-25T10:03:37Z
dc.date.issued	2015
dc.identifier.issn	2210-1578
dc.identifier.uri	https://journal.uob.edu.bh:443/handle/123456789/715
dc.description.abstract	This paper reviews the concept of professional development and how it has been influenced by the major educational theories. Mainly, this paper argues for a call of a different perspective of the concept professional development in education and provides a critical rationale through certain actions and stands that were initiated by some parties in the domain. The paper also concludes with a proposed a new paradigm for viewing teacher continual professional development from a socio-cultural point of view.	en_US
dc.language.iso	en	en_US
dc.publisher	University of Bahrain	en_US
dc.rights	Attribution-NonCommercial-ShareAlike 4.0 International	*
dc.subject	sociocultural theory	en_US
dc.subject	teacher professional development	en_US
dc.subject	teacher education	en_US
dc.subject	Education Reform in Bahrain	en_US
dc.title	Towards a Sociocultural Approach on Teachers’ Professional Development in Bahrain	en_US
dc.type	Article	en_US
dc.identifier.doi	http://dx.doi.org/10.12785/jtte/030108
dc.volume	03
dc.issue	01
dc.source.title	Journal of Teaching and Teacher Education
dc.abbreviatedsourcetitle	JTTE