Abstract
The aim of this study was to investigate the localized training for teachers during the reform of the education system in Kuwait between 2015 and 2017. It focuses on analyzing the professional development plans that were delivered to teachers for four core subjects in elementary and middle public schools. A mixed-method approach was employed, using quantitative one-way ANOVA and in-depth interviews and school visits to collect and analyze data. The results revealed that stakeholders and education leaders lacked clarity of purpose with respect to planning for professional development and did not rely on a cohesive framework for training teachers, resulting in discrepancies among all training plans. The study concludes with recommendations for the adaptation of a national framework for professional development based on educational theory and teachers’ needs.
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