This study aims at promoting the professional development of teachers in Omani higher education in general and Colleges of Applied Sciences (CAS) in particular. It seeks to answer the following research questions: What is the existing provision for CPD at CAS? What are participants’ understandings of and aspirations for CPD? What are the obstacles to the implementation of effective CPD? In order to answer these questions, a qualitative research approach and, more specifically, a critical ethnographic case study of two of the constituent CAS colleges was employed. The theoretical underpinnings for the study are social constructivism, adult learning theory and the three-lens approach proposed by Fraser et al (2007) for the evaluation of CPD activities. Three main methods were used in data collection: documentary analysis of policy documents and reports related to professional development at CAS; focus group discussions with English teachers (local and expatriate), coordinators and heads of department; and interviews with senior managers, including deans and the Programme Director for English.

This study aims at promoting the professional development of teachers in Omani higher education in general and Colleges of Applied Sciences (CAS) in particular. It seeks to answer the following research questions: What is the existing provision for CPD at CAS? What are participants’ understandings o...