Professional and personal competencies of teachers’ trainers in Lebanon

Abstract

This study seeks to examine the personal and professional competencies of qualified trainers in a teachers’ training center managed by the Center for Educational Research and Development (CERD) in Lebanon. The study adopts a qualitative case study design and employs thematic analysis. Individual interviews were conducted with three trainers whereas four focus group interviews were conducted with 40 trainees upon completing a training module. The findings revealed two aspects of trainers’ competencies: professional and personal attributes. From the trainers’ and trainees’ perspectives, it was found that professional trainers’ competencies include knowledge mastery, teaching experience, self-development, collaborative interaction, use of practical activities and hands on, as well as use of visual aids and technology. Whereas the personal trainers’ competencies include confidence, communication, organization, time management, problem solving, creativity, and respect for individual differences. These findings inform the design of competency-based frameworks for trainer selection and professional development in public education systems.