Teacher Training and Professional Development in King-Saud-UniversityGerman as a Foreign Language
DOI:
https://doi.org/10.53286/arts.v7i3.2711Keywords:
GFL, GLT, Teacher development, Quality of teaching, Professional developmentAbstract
This study aimed to provide insight on the current state of teacher preparation and professional development in Saudi Arabia with focus on GFL contexts. It explored this as part of Saudi Vision 2030 to highlight the crucial role that teacher training and professional development play in influencing the quality of GFL instruction. This study considered the quantitative methodology where data was collected from 30 GFL teachers from King Saud University using a close-open ended questionnaire. Simple random sampling technique was used to select the 30 GFL instructors from various Saudi Arabian areas and educational levels. Data analysis was done with the use of a statistical tool-SPSS. The study concluded that many teachers are remarkably ready and prepared to teach GFL. This was drawn from the positiveness of the preparedness factors for GFL teaching that were examined in this study; this includes their experience in teaching field, content of the training program, level of use of technological tools, as well as active participation in professional development programs. This study also recommends that cultural and context – sensitiveness be included in German Language programs. This study provided insights into culturally tailored professional development in meeting GFL instruction quality.
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