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

Dublin Core

Title

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

Description

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?

Creator

Dr Ageila Ali Elabbar

Source

Scientific Research Journal
http://www.scirj.org

Publisher

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

Date

27/10/3013

Identifier

http://scirj.org/october-2013-paper.php?rp=P10133

Citation

Dr Ageila Ali Elabbar , “Applications of Teachers Knowledge: Constrains of Continuing Professional Development CPD within the University of Benghazi-Libya,” Scientific Research Journal -> Research Library, accessed March 21, 2019, http://www.scirj.org/rp/items/show/21.

Social Bookmarking