Applications of Teachers Knowledge: Constrains of Continuing Professional Development CPD within the University of Benghazi-Libya

Scirj Volume I, Issue III, October 2013 Edition
ISSN: 2201-2796

Applications of Teachers Knowledge: Constrains of Continuing Professional Development CPD within the University of Benghazi-Libya

Dr Ageila Ali Elabbar

Abstract: This paper presents the types of teachers’ knowledge and Shulman’s pedagogical content knowledge (PCK). It also explores how this knowledge can be further supported through (CPD) programmes, and the models that could be used for this. In addition, it aims to interweave the ideas of teachers’ knowledge and the possible models of CPD in order to reinforce these links in the context of Libyan English as Foreign Language University Teachers (LEFLUTs). This is important since some LEFLUTs may have different understandings or backgrounds concerning the importance of teachers’ knowledge and CPD activities. Challenges from cultural and educational influences among LEFLUTs emerged in my study which considers why some LEFLUTs may prefer just to teach without paying attention to their professional activities. Is it to do with the existing culture, which considers that university teachers already have sufficient knowledge for teaching? Is it due to the lack of such programmes within their universities?

Reference this Paper: Applications of Teachers Knowledge: Constrains of Continuing Professional Development CPD within the University of Benghazi-Libya by Dr Ageila Ali Elabbar published at: "Scientific Research Journal (Scirj), Volume I, Issue III, October 2013 Edition, Page 41-58 ".

Search Terms: Applications of Teachers Knowledge, Continuing Professional Development

[Read Research Paper] [Full Screen]