Abstract:

Some university instructors teaching First-Year Seminar at Qatar University lacked sound instructional practices. The current research aims at developing the instructional practices of these instructors. Informed by the socio-cultural theoretical framework, the current research uses a case study methodology and methodological triangulation by using semi-structured interviews with 13 instructors and 39 semi-structured classroom observations. Instructors’ instructional needs were assessed, based on which the researcher designed a blended Professional Development Program (PDP), that consisted of an orientation program, and a continuous professional development program (a series of face-to-face workshops and online ones). Preliminary findings revealed that the proposed blended professional development programme is effective in developing instructors’ classroom management, classroom interaction, teaching methods, reinforcement of students’ performance, comprehension checking strategies and use of technology. In addition, instructors expressed their satisfaction with the blended programme. Implications and recommendations for teachers’ professional development are provided.

Keywords:

Blended Learning, Professional Development, University Instructors, Instructional Practices, Qatar.