Embedded teacher professional development in Oman: Opportunities and challenges

Mohamed E. Osman*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter


This chapter presents embedded professional development as a viable alternative, and a powerful lever for improving and sustaining learning for both students and teachers alike. More specifically, it highlights the attributes of the embedded teacher development approach, and describes how effective these attributes can be aligned with the current teachers’ development practices in Oman. Furthermore, the opportunities and challenges which might favor, or on the contrary hinder the adoption of this approach will be analyzed from the perspectives of teachers and policy makers. It is argued that teachers learn best when they are self-directed and provided with opportunities for building new knowledge and expertise as they engage in their daily work activities. A descriptive analytic methodology was used in this study. The data collected are based on critical analysis of policy documents, and structured interviews with policy makers, teachers trainers, and teachers.

Original languageEnglish
Title of host publicationRedefining Teacher Education for the Post-2015 Era
Subtitle of host publicationGlobal Challenges and Best Practices
PublisherNova Science Publishers, Inc.
Number of pages12
ISBN (Electronic)9781634845267
ISBN (Print)9781634844956
Publication statusPublished - Jan 1 2016


  • Embedded professional development
  • Oman
  • Teacher education
  • Teachers as change agents

ASJC Scopus subject areas

  • General Social Sciences


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