Exploring the experiences of male novice science teachers and educational trainers in professional development practices through the lens of adult learning theory in Saudi Arabia

In 2009, Saudi Arabia's Ministry of Education launched the Project of Mathematics and Natural Sciences (PMNS), which instituted significant reforms in its science and mathematics curricula and education. After the reform, the problem that emerged is that the professional development programs still did not meet the teachers' needs and teachers still faced challenges regarding the quality of professional development and the new science curricula. This qualitative study aimed to explore science teachers and educational trainers (facilitators) perceptions of professional development and its planning and implementation through the lens of adult learning theory. Specifically, the research study sought a better understanding of the preparation and design of professional development programs in the Majmaah School District. A qualitative case study approach fit the study well because it allowed me to understand better the trainers and beginning science teachers' perceptions and experiences regarding the planning and implementing professional development. This study relied on two sources of data: Skype interviews and documents and records. Five educational trainers and nine beginning science teachers from the Majmaah School District served as the study participants. During data analysis, comparing the data collected from interviews and documents was compared to each other and done continuously to develop the themes that emerged from this study. Five primary themes and seven subthemes emerged from the data. Findings showed that teachers need to participate in professional development programs to enhance their content knowledge, skills, and teaching practices. The findings affirmed that it was necessary to focus on teachers' needs and view teachers' learning as an adult learning process. The evidence from this study suggests that teachers should have the opportunity to choose the workshops that fit their needs. Other findings indicated that trainers should be trained to improve their knowledge and skills, specifically regarding adult learning's cognitive and psychological principles. One fundamental recommendation was that those entities in charge of professional development and School District must prepare the trainers with the necessary knowledge of adult learning principles (Andragogy) and understand how adults learn and develop extensive professional development programs and systematically evaluate programs from preparing, implementing, and evaluating.

Embargo status: Restricted until 06/2026. To request the author grant access, click on the PDF link to the left.