Challenges in Education System Affecting Teacher Professional Development in Oman

Teacher Professional Development as Means for Change 
In rapidly changing societies initial teacher preparation does not sufficiently 
ensure effective and individually transforming teaching methods. This is one 
reason for the increase in the amount of theorising on teacher professional 
development. Teacher professional development in its numerous forms has been 
proved to have a significant positive impact on teachers’ belief and practices, 
students’ learning, as well as on the implementation of educational reforms (see 
e.g. Guskey, 1985; 2002; 2003; Ingvarson, Meiers, & Beavis, 2005; Saunders, 

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Al Shabibi et al.: Challenges in Education System Affecting … 
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2013; 2014; Villegas-Reimers, 2002). 
In Table 3 below we summarise the policy aims and empirical findings on 
central problems in Omani schooling, and the challenges these problems constitute 
to teacher professional development.
Table 3.
Education Policy Aims, Evidence on Reality, and Challenges for Teacher 
Professional Development in Oman