I am interested in designing professional development courses in the Libyan higher education context. I would like to know about what factors that might influence the courses such as teachers' beliefs, low motivation..etc.
From my perspective of my experience as a learner from my entry at school (Grade 1 level) to date (as a postgraduate student), I believe the most important factor is whether educators view their profession as a calling. Another factor I think is of great value, is whether educators see themselves as parents/guardians to their learners. In this regard, one of my inspiring PGCE (Postgraduate Certificate in Education) lecturers in 2012, then Dr Okeke, and now Professor Okeke, used to stress that it was important for the teacher and the parent to have the same goals for the learner. Indeed I credit my Grade 1 and 3 teachers, my parents, and my PGCE lecturers for love for search for knowledge and my intellectual pursuits.
From my perspective of my experience as a learner from my entry at school (Grade 1 level) to date (as a postgraduate student), I believe the most important factor is whether educators view their profession as a calling. Another factor I think is of great value, is whether educators see themselves as parents/guardians to their learners. In this regard, one of my inspiring PGCE (Postgraduate Certificate in Education) lecturers in 2012, then Dr Okeke, and now Professor Okeke, used to stress that it was important for the teacher and the parent to have the same goals for the learner. Indeed I credit my Grade 1 and 3 teachers, my parents, and my PGCE lecturers for love for search for knowledge and my intellectual pursuits.